This study examined the extent of information literacy instruction in grades 6 and 7 and the degree to which a variety of supportive factors are in place in classrooms and school library programs in one western Canadian province. Based on responses to questionnaires from teachers and teacher-librarians, four trends emerged: (a) the existence of broad-level support in schools including a constructivist teaching and learning environment, principals' support of information literacy, and teachers' knowledge of information literacy; (b) the need for school- and district-level frameworks of information literacy; (c) the need for increased attention to teaching ethical and critical thinking aspects of information literacy; and (d) challenges to increasing the potential role of the school library program. Implications for teacher-librarians as school leaders of the "new literacies" required to participate in the Information Age are presented.
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