However, by the end of the 1980s, two kinds of information skills were identified:

• the instrumental, which most involved library use, and
• the cognitive, which researchers considered more important.

According to Rogers (1994), in 1989 Heeks identified two distinct views:

• one sought a greater precision in terminology,
• the other warned against it.

In 1988, Best and others, concluded that the precise meaning of a relationship between study skills, library skills and information skills was an issue in its own right. Agreeing definitions would not only aid the implementation of specific curriculum innovations, but also help schools to clarify their broad educational position.

In contrast, Lincoln noted in 1987 that the more skills are broken down into categories, the more fragmented is one's thinking, and the more difficult it is to achieve co-ordination across the school. Again, according to Rogers, in 1991, Howard highlighted the continuing confusion and lack of clarity about the term 'information skills' in the UK.