Instructional services play a central and growing role in academic libraries' offerings. As these services continue to evolve, librarians are increasingly called upon to not only plan and deliver instruction, but also to assess their efforts. This study sought to evaluate library instruction through an electronic survey of English 105 and English 105i course instructors within the University of North Carolina at Chapel Hill's Writing Program. Survey questions were designed to examine both the attitudes and behaviors of respondents, with the goal of gaining an understanding of factors involved in instructors' decisions to include library-led instruction sessions in their courses, their expectations of this instruction, and their motivation for future use. Individual responses are highlighted, as are potential associations observed among length of teaching experience, course objectives, assignment development practices and perceptions of library instructors. Implementations for both practice and further research are also discussed.Master of Science in Library Scienc
