In a developing country such as South Africa, many teachers enter initial teacher education with little or no experience of libraries and information sources. These students need to become information literate during their initial teacher education, otherwise they will not have the knowledge of information sources and skills which they will need if they are going to be role models for their pupils and help them to become information literate. The paper describes a project to improve the media and information skills of under-qualified teachers through in-service workshops. The process could also be used as a model for initial teacher education with students from disadvantaged or more privileged backgrounds. It is important for pupils to become information literate, but before this can happen, their teachers must themselves become information literate. Teaching style influences student learning, and must follow a clearly formulated process, like the one described. This is one way to help transform the prevailing teacher-centered and textbook-centered teaching style to an interactive teaching and learning process based on available information sources. (Contains 25 references.) (Author/SWC)