In library instruction, as in any instructional setting, individual learning styles should be addressed to ensure better learning and retention. Historical examination of learning styles research suggests that in order to appreciate the diversity of students' learning styles and to apply this understanding in a library or information environment, instructors must first develop an awareness of learners' modes of reception and analysis of data, and their modes of concept formation and retention. This understanding can then be overlaid by Herman A. Witkin's (1977) model of field independence-dependence, which addresses not only the contrasting modes of information processing strategies, but the extent to which a person's perception of an item (or information) is influenced by the context in which it appears. Instructors must also recognize the nuances and idiosyncracies of their own learning styles. In conclusion, instructors are advised to: (1) be aware of their own cognitive styles; (2) be aware of the variations in students' cognitive styles; (3) permit flexibility where possible; (4) analyze the ways in which their style may bias their classroom teaching technique and presentation materials; and (5) ascertain if there are preferred styles and strategies necessary for the subject being taught and set up learning processes to help students with these strategies. Two tables list learning characteristics and suggested instructional practices for field dependent and field independent students. (24 references) (NRP)