 His five defining points of the college's bibliographic instruction program in 1974 included flexibility and variety in the methods of instruction, the use of structured examples and illustrations in the instruction process, personalized reference services, the perception of librarians as educators, and the extension of the library's resources to include those materials presented as much as possible.The central objectives of the program at that time were to indicate to students the differences between high school and academic libraries, to show that resources relevant to nearly any topic exist and the importance of choosing the most important and pertinent ones, to illustrate basic search strategy principles transferable to any topic, to emphasize the amount of resources that exist and the usefulness of working with a reference librarian, and to develop a readiness to search outside of the library if necessary.This approach to bibliographic instruction arose from his observations that colleges provide a particularly suitable context for both librarians and faculty to emphasize undergraduate education more than research.