Teaching within a student-centered paradigm in an information society means accepting the responsibility of teaching for the acquisition of integrated information habits and fully adaptable lifelong information skills. Education today demands classroom teachers who can: model good practice in education programs that teach students to become aware of their own process of learning from a wide variety of bibliographic and technological sources of information; act effectively as mediator by identifying the zone of intervention for each student or class; and carry out teaching only in those areas where the student can learn successfully from a variety of sources. This paper discusses an Australian study which assessed teachers' perspectives of the information search process. Since teachers act as mediators, they need to be shown how to use information- related strategies to teach problem solving and learning more effectively. A key factor is the personal construct or mental model that a teacher brings to the equation. Professional development must be designed to help teachers clarify their personal perspectives and competencies with information seeking and the information search process. Likewise, initiatives related to the introduction of new technologies need to focus on the conceptual demands of information access and communication within these environments rather than just the mechanics of information access. (SWC)