The purpose of this study is to investigate effects of WebOPAC Self Training Tool with Guided Exploration (WSTTG), WebOPAC Self Training Tool with non-guided exploration (WSTT) and Traditional (T) groups as the learning strategies on information literacy (IL) skills standards among first year degree students in Malaysian public university. The proposed learning strategy (WSTTG) was developed according to Ausebel's Instructional Design Theory and Gagne's Nine Events of Instruction which consist of constructivist learning environment model and cognitive of multimedia learning model. This unique and novel learning strategy is used to develop individual's logical thinking skill and access the information literacy skills which comply with Association of College and Research Libraries Information Literacy Competency Standards for Higher Education and Bloom Taxonomy standard. This study investigates the effects of the learning strategies amongst the students with high and low logical thinking level on their IL skills. Student's logical thinking level was measured using Group Assessment of Logical Thinking Test (GALTS). Meanwhile, students' information literacy skills were measured through a WebOPAC Training Assessment Information Literacy Skills (WTAILS). A quasi-experimental study with posttest-only nonequivalent group design that employed a 3x2 factorial design was applied in the study. The sample considered of 150 students from three academic libraries in Malaysia which were all randomly selected and assigned to the treatment and control groups. The findings of this study suggest that WSTTG is preferred compare to WSTT and T methods in developing student's information literacy skills at both logical thinking levels. From the practical perspective, the findings should alert librarians on the need to adopt this effective learning strategy for library orientation program and to be used by both the librarians and library users for WebOPAC teaching and learning purposes.