The electronic library/Internet intensifies the need for information skills in academic research, in three categories: judgement; knowledge and operation of resources; linguistic/logical skills. There is a corresponding quantum leap in the information skills training requirement. Strategies for training within the doctoral supervision process are outlined. Qualitative data, from the Information Access project, on current practice among supervisors suggest that to train researchers successfully: (i) recognition of the size of the problem is required; (ii) a different model of library skills training needs to be adopted; (iii) the developmental nature of training needs to be recognised; (iv) research supervisors have an important role to play along-side librarians; (v) explicit discussion of metacognitive aspects of these skills is necessary; (vi) national and local institutions need to formulate training policy; (vii) supervisors themselves need training and support; (viii) academics and students need to take responsibility for their learning in this area.
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