This paper attempts to show that LibQUAL+ tool can be used to measure
how the perceptions of and standards required for library instruction
differ across disciplines in the different university libraries from
different countries. The paper suggests, firstly, that the quality of
library IL instruction does not directly correlate with the resources
put into the instruction, secondly, that a high-quality IL instruction
raises demands for more IL instruction, and thirdly, that good IL
instruction leads to consistent standards of IL education in different
disciplines. Furthermore, interesting disciplinary differences in the
satisfaction of and demands to IL education are revealed.