This bachelor thesis examines how art students at HDK-Valand experience the meeting between artistic practice and academic writing when completing their bachelor essay. The study asks how students navigate this meeting, how it affects their information behaviour, and how the university library is used as a mediating tool in the process. The material consists of six semi-structured interviews and accompanying information horizon maps from final-year students and recent alumni from the Bachelor’s programme in Fine Art. The theoretical basis of this thesis is activity theory, and the empirical data is analysed by qualitative thematic content analysis with an activity-theoretical framework. Earlier research shows that artistic and academic contexts are often experienced as separate, creating tension, uncertainty, and ambivalence, but also possibilities for integration and deeper reflection. The thesis shows that the bachelor essay functions as a double object: both as a means for academic qualification and as a tool for reflection and development of artistic practice. The results also show that students’ information seeking and source evaluation are shaped by the tension between artistic relevance and academic legitimacy, and that supervisors play a key mediating role. The university library is used as an important resource, but its potential depends on how well students are able to navigate its systems and services. These findings are relevant for understanding how universities and libraries can better support students in hybrid educational contexts.