Thirty-three active doctoral advisors on the faculty of a research oriented university participated in a study of the way faculty advisors prepare their doctoral candidates for the literature review portion of the dissertation. It is noted that common student opinions are: their own library use skills are inadequate; this inadequacy is shameful; and the inadequacy would be revealed by asking questions. The overall response pattern from the 33 advisors indicates the following beliefs and general advising procedures: (1) they consider refereed journals, books, dissertations, and ERIC the most productive bibliographic formats for the dissertation literature review in education; (2) they rank the literature review chapter the lowest of the five standard dissertation chapters when reflecting on their level of advising expertise and the amount of time they give to a chapter; (3) they rank the research/methodology chapter highest on both counts; (4) some of them have little knowledge of computerized searching technologies; (5) they expect their advisees to have bibliographic skills at the doctoral level; and (6) advisors should offer assistance after doctoral candidates do the literature review and return with the results. Study findings suggest that graduate programs should examine and update the doctoral advising procedures and policies, consider bibliographic instruction on par with research methodology instruction in the preparation of doctoral candidates, and reexamine the current admission policy. Two appendices provide a copy of the preliminary questionnaire and tables describing members of the study group. Contains 66 references. (Author/SM)