Quality education in an information society must include skills related to the accessing and evaluating of pertinent information for problem solving. Moving beyond the practice of using reserve material, lectures, and textbooks predominant in most college teaching today would be a step towards producing independent learners more likely to use the wide range of materials available through campus libraries. However, a campus statement of educational philosophy and strong institutional leadership are necessary to bridge the gap between the classroom and library and incorporate the library as a vital part of the undergraduate experience. The high value of library-based instruction can be shown through an examination of the generally accepted characteristics of quality learning/teaching experiences, which indicates that library-based instruction encompasses the important learning elements of being an imitation of reality, being active rather than passive, being individualized, providing for a variety of learning styles, being up-to-date, and providing a nonthreatening environment. Only when classroom instructors and librarians cooperate in library-based learning, however, can such learning experiences be structured and implemented so as to achieve the best results. Successful programs that have already closed the gap between the library and the classroom may serve as models of quality undergraduate education in the information society. (KM)