Invisible Search: Information Literacy in the Swedish Curriculum for Compulsory Schools

Abstract

This article explores the ways in which abilities to search information and evaluate sources, and critical understanding of these activities are addressed in the Swedish curriculum for compulsory school, preschool classes and recreation centres (Lgr11). The article is based on a qualitative textual analysis of Lgr11 and grounded in a socio-material understanding of technology, information and its use. The analysis shows that search engines and other infrastructures for information provision in society are regarded as neutral infrastructures in the curriculum. This is problematic when attempting to achieve critical media and information literacies.