Emerging research findings demonstrate a relationship between learning styles and approaches to using the World Wide Web and other hypermedia, especially in terms of success with information retrieval. One of the most widely used conceptions of learning styles is Witkin's Field Dependence (FD)/Field Independence (FI). FI individuals perceive details and rely on internal cues, whereas FD individuals use their entire surroundings, including other people, to process information. Although most research findings show that FI's perform more efficient searches in less time and are more comfortable with "surfing" in hyperspace, FD's can use hypermedia as efficiently as FI's can, provided their learning style preferences are accommodated. Accommodations include providing a site guide or a global overview (for example, menus listing all possible choices). Other variables affecting information-seeking processes include the following: motivation; perceived importance or value of information; prior computer experience or subject knowledge; degree of self-direction; and knowledge of interface. The key is to recognize the implications of one's preferred learning style, know how to select and use hypermedia tools to match one's style, and learn to create mental models and use metacognitive strategies. (Includes an annotated bibliography of 22 print and hypertext publications, which comprises more than half of the document.) ) (MN)