Much debate in the library literature has focused on the effectiveness of web‐based or online instruction versus traditional face‐to‐face library instruction. While both forms of library instruction have their strengths and weaknesses, the authors contend that a hybrid approach to information literacy instruction, by bringing the web into the classroom, offers students and instructors the greatest benefit. The authors' experience with the evolution of instruction sessions for 1,100 first‐year biology students from PowerPoint presentations to web‐based courseware (WebCT) to its current web‐based format illustrates the improvements to instruction that have accrued as the program has developed. These include the ability to address diverse learning styles, encourage active participation, provide 24/7 access, and foster increased student contact with librarians.