Through the pandemic I found that teaching faculty requests became far more rudimentary and focused on specifics of access as opposed to larger notions of information literacy. While this focus on the practical elements of access –especially access to material in alternative formats as necessitated by the pandemic– reflected the needs of the moment, in the return to the classroom, I have noticed a lingering sense of wanting to stick to the bare essentials in library instruction. For this brief presentation I will conduct a focus group of colleagues in my institution to see if they have experienced a similar backsliding in the depth of library instruction or if their instruction methods have continued to expand as a result of the pandemic restrictions and changes now that we are in a more in-person environment.