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Abstract
The impact of two models of induction into library services, a “one stop” orientation model and an “active learning” model with task-specific coaching, was assessed. The study was conducted with participants on a Continuing Professional Development course and a pre-Initial Teacher Education course. Questionnaire data showed differences between the groups in terms of information seeking behaviors and the sources they used A simple indicator of efficacy of information retrieval and evaluation was derived from participants’ assessed work reference lists, which was indicative of different outcomes from the two induction processes.