This paper presents results of a recent study designed to identify learning styles in Library and Information Science (LIS) students of the twenty-first century, and to determine whether information-oriented students are more likely than a control group to exhibit sequential and visual learning styles. This paper also discusses the results of a classroom experiment designed to make students aware of differences in learning styles and the need to accommodate multiple learning styles when creating learning activities in practice. Subjects were 56 graduate LIS students in four different LIS courses. Subjects' learning styles were evaluated on four scales: sequential versus global, active versus reflective, sensory versus intuitive, and visual versus verbal. Includes two tables and five figures. (Contains 10 references.) (AEF)