This basic discussion of the organization of bibliographic instruction programs in an academic setting includes consideration of factors involved in implementing an innovative program. Several stages in developing and organizing a systematic program are reviewed: creating student awareness of the academic library in general, introduction to use of the major collections of the library through a general search strategy, introduction to more specialized library resources in their major fields of study, and teaching upper level students relationships between the nature of a particular discipline and the nature of the organization of that discipline's literature. Acceptance of such a program hinges upon the program's innovativeness, which is characterized by relative advantage, compatibility, complexity, trialability, and observability. The social structure as well as the individual will most probably accept innovative programs through specific stages labeled awareness, interest, evaluation, trial, and adoption. (MBR)