This article reports on a study we conducted with first-year students in the Faculty of Arts at the University of Melbourne in 2003. Building upon our 2002 research ("Library Review," 2003, vol 52, no 5 pp209-217), we investigated the prior library instruction, information preferences and skills of students enrolled in first-year subjects in the Faculty of Arts at the University of Melbourne. Our article reflects on how this investigation has broadened our understanding of the information literacy (IL) knowledge and prior experience of entry-level students at university. It considers the implications that the results of our study have for "teaching librarians" and attempts to answer questions about how we can better assist students to build upon what they already know. (Contains 3 figures, 3 tables and 7 endnotes.)