In (higher) education students are often faced with information problems: tasks or assignments which require the student to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. It is often assumed that students master this complex cognitive skill all by themselves. In our point of view, however, explicit and intensive education is required. In order to design education that fosters the information problem solving skill, a skill decomposition is required. In this research the complex cognitive skill of information problem solving is analysed. Experts and novices were observed while solving an information problem. Preliminary results reveal that experts spend more time on the sub-skills 'defining the problem', 'processing the information' and 'presenting the information'. They also regulate their process more often
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