After briefly tracing the development of modern bibliographic instruction since the 1870s, this report concentrates on the characteristics of bibliographic instruction in the past decade. It points out that the 1980s, dubbed the "second generation" of library instruction, saw an increased emphasis on preparing students to deal critically with the information they find, rather than simply helping them to find the information. Librarians are encouraged to help students to begin thinking critically by indicating biases and limitations in the works they consult and by showing them how to find reviews of books and journals. Librarians are urged to supplement focused teaching on a single subject at the reference desk with a structured, group approach to instruction. The "one-hour stand" approach is described as an easily implemented form of library instruction. This approach typically features multi-page bibliographies that cite appropriate books and indexes and library guides that explain the card catalog, decipher periodical index entries, and suggest means of designing a research strategy. Research methods classes, which are offered through certain courses as part of the course's requirement and in conjunction with particular assignments, are also discussed, and other types of instruction are briefly outlined. It is recommended that librarians and teachers work together to determine what would best satisfy students' needs. (7 references) (SD)