The University of Tennessee at Chattanooga (UTC) offers student workshops that range from Cool New Web Stuff (what is on the web that can help make research or just plain life easier) and How To Use Google Scholar. These workshops are brilliant fodder for podcasting. In fact, the initial idea for its podcast project came from a student plagiarism workshop that used music and mashups to illustrate "good" and "bad" borrowing. There are three key parts to implementing podcasting successfully at the library: creating the podcast content, distributing the podcasts, and, if possible, aggregating and syncing to iPods locally. Podcasting automatically delivers content in audio or video format to patrons via an RSS feed, an XML file designed for syndication. The flexibility of RSS allows the repackaging of multimedia content in nearly unlimited ways. If one thinks of individual audio or video pieces as learning objects, RSS is the piece that gives those learning objects a direction and a destination. Distance education is a staple at many universities, and podcasts offer hard-to-beat advantages for those users. They are asynchronous, allowing patrons to choose when they want library instruction; they teach to multiple learning styles; they allow for infinite review and reinforcement of skills; and they can be broken into smaller, more digestible chunks than the typical 50-minute instruction session in academic and public libraries. Simply, many patrons can be better served with podcasts.