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In the time of the information revolution dramatic changes have occurred in how information is acquired, described, accessed, packaged and delivered to an increasingly diverse clientele. Environmental changes in user demographics, their needs and expectations, and technological capabilities have contributed to a turbulent environment that can only be navigated through ongoing individual and organizational learning. Technological and social systems are tied together and they have created opportunities that we cannot afford to ignore. Librarians and information professionals in the role of information architects face complex challenges, contingencies and interdependencies in the modern world.The strengths of the presented mental models rest in their potential to provide sufficient complexity and challenge to engage participants in lively, thought-provoking exercises, with which they can search for legitimate answers to real-world problems. Mental models provide opportunities for students to practice and become familiar with tools and resources, engage them with a variety of problem-solving strategies, and create the next best thing to workplace experience. Teaching with mental models for a positive learning experience may require usually unfamiliar and difficult facilitation skills and flexibility to walk students through unfamiliar processes with a great number of possibilities and vagaries. An evolving perspective of mental models is based on new paradigms of the theory of lifelong education

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