The objectives of this study were to develop comparative research data on two library instruction methods in order to improve student skills in collecting information, evaluating material critically, and communicating effectively through writing, as well as to evaluate a methodology for the assessment of library instruction. The traditional orientation lecture was provided near the beginning of the semester to two sections of a technical writing class for undergraduate engineering students. In two other sections, instruction in CD-ROM databases, end-user online searching, and traditional sources was integrated into the curriculum. A total of 56 technical writing students completed the requirements of the study and provided research papers for data analysis. The Kohl/Wilson scoring method was used to check each bibliography to determine: (1) if the source use was appropriate for the topic; (2) if the source selected represented the need for current versus retrospective materials; and (3) the quality of the source for the topic. Results indicated that the addition of automated bibliographic sources had not made a difference in the bibliographies. The project will be continued for four more semesters. (22 references) (MES)