This article reports the findings of a study which compared three methods for teaching freshmen at Indiana State University how to use the library's online catalog. The methods were: (1) video projection, which used a large screen video projection system and an IBM-PC to present a "live" search; (2) dual television monitors, which substituted two 25-inch black and white screens for the large screen; and (3) overhead transparencies with a prepared script. Statistical analyses revealed no significant differences between groups for content learned. However, when the video projection and dual television monitor groups were combined to form a "dynamic" media group and were compared to the transparency group ("static" media group), the dynamic media group achieved significantly higher scores than the static media group. Students also had a statistically significant preference for video projection over dual monitors, and dual television monitors over transparencies. It was concluded that, while traditional approaches to library instruction have been shown to be successful, the newer methods appear to be preferred by students and may work best in terms of student learning. Three tables display data about the sample size, test scores, and attitudinal responses. Copies of test items for evaluating student progress and their attitudes toward the instructional treatment are appended. (4 references) (Author/SD)