Information Literacy and Education Policy: A Canadian Case Study

Abstract

This Canadian research explored a single education jurisdiction's information literacy curriculum policy development. Using the province of Ontario's Ministry of Education as a case study, a rhetorical analysis of relevant policy documents and semistructured, open-ended interviews with 12 policy contributors constituted the methodological framework of the study. This research found that the teacher-librarian community's advocacy network, the diminished state of school libraries in Canada, and the Ministry's emphasis on traditional literacy priorities have had significant effects on the development of information literacy policy.