What are science and engineering faculty doing with respect to the development of information literacy in their undergraduate students? To explore this question, science and engineering faculty at two large Canadian universities were surveyed and interviewed regarding their perceptions of their students’ information literacy skills and their own pedagogical practices related to such skills. Faculty awareness of, and support for, a variety of bibliographic instruction methods and the perceived role of science and engineering librarians in information literacy instruction also were investigated. Based on the survey results, suggestions for the design of library instruction for science and engineering undergraduates are made.

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Drawing upon existing research and previous attempts at modeling the int'ormation-seeking behavior 01 specific pt-ofessional groups, this article posits au original model of information seeking that is applicable to all professionals. The model was developed through a careful analysis and interpretation of empirical studies on the information habits and practices of three groups: engineers, health care professionals, and lawyers. The general model and its six major components are presented in detail. These six components are (1) work roles, ('I) associated tasks, and (3) characteristics of information needs and three factors affecting information seeking: (4) awareness, (5) sources, and (6) outcomes. In turn, each component contains a number of variables that are described with examples from the literature. The complexity of the information-seeking process is conceptualized in terms of the interaction and simultaneous occurrence of the model's components and variables, including a feedback mechanism. The article concludes with suggestions as to the potential usefulness of the model. Background