The Fishbein Model is an attitude behavior consistency model which is used in both laboratory and field settings for predicting and understanding attitudinal and normative influences on behavior. This paper examines controversy surrounding the Fishbein Model's normative component in the context of a study of library and information science (LIS) students' attitudes toward microcomputer use. Interviews were conducted with two groups of LIS students--one group learning to use a microcomputer and one group using a microcomputer--to determine their attitudes toward microcomputer use. Students' responses under educational and non-educational conditions were compared to identify areas where the action of learning influenced components of the model. The same eight normative referents were identified by both groups. Six were positive referents: library users, professors, future employers, people who use computers, family, and friends. Two were negative referents: people against technology and people threatened by computers. Bipolar measurement for subjective norms--i.e., the normative belief or referent and the motivation to comply--showed significant differences between the groups on three of the norms. The learning group felt motivated to comply by a particular positive referent, while the using group felt motivated not to comply by the negative referents. Noting that subjective norms are still problematic in using the Fishbein Model for predicting and understanding behavior, the model is recommended as a useful tool for examining normative influences and behavior in education if it is applied and interpreted appropriately. (10 references) (CGD)