This study utilized the concept map, a visual representation of a learner's thought processes, as an assessment tool to evaluate the effects of both bibliographic instruction and Discipline-Based Art Education (DBAE) training on the library skills of elementary art teachers in a visual arts resource center. A 2x2 factorial posttest-only control group design was chosen to test for the effects and possible interactions of the two independent variables. Concept maps that the subjects (n=37) constructed as a test of their understanding of library use were scored, and a two-way analysis of variance was performed on these scores. The results showed that there were no significant differences at the p<0.05 level among the mean concept map scores of the four groups under study. The value of concept maps for revealing learner misconceptions and the need for a second form of assessment to establish the concurrent validity of the concept map as an assessment tool was discussed. The appendixes contain a consent form for participants; a concept map worksheet; categories of format in the Arts Resource Center; and 21 task lists. (Contains 48 references.) (Author/ALF)