The purpose of this study was to determine if there was a significant difference in low socioeconomic fourth graders' retention of library information skills who are taught these skills in isolation and those who are taught within the context of a Social Studies lesson. Two groups of fourth graders participated. Library information skills lessons were taught to the Control Group during three 30-minute Social Studies periods. Instruction was begun on aspects of pioneer and immigrant life, loosely based on the book "Meet Kirsten" by Connie Porter. Using sources from the library media center, students worked together to complete an activity worksheet. A library scavenger hunt was then assigned. As a final activity, students chose their own topic and completed a worksheet incorporating library information skills with research skills. The Experimental Group began the study with an introduction to pioneer and immigrant life, based on "Meet Kirsten." During the lesson, various reference sources and their appropriate use in finding information were discussed. From this point, the same procedure was followed as with the Control group. The Experimental Group appeared more attentive and enthusiastic about the lessons, whereas the Control Group appeared very bored and disinterested. Both groups enjoyed the scavenger hunt as well as the final research activity on a topic of their choice. The majority of the students felt that after the study, they knew how to find information for a report and could probably do so independently. Appendices include the pretest and posttests; library skills information and final activity worksheets; lesson plans; and worksheets for test analysis. (Contains 30 references.) (AEF)