Abstract
AbstractDespite a heightened focus on information literacy, students and adults alike struggle to assess online information. In this article, the authors argue that the K–12 information literacy curriculum needs to focus on supporting students to develop identities as expert information seekers to address complex and mutable modern literacy needs. The authors explore commonalities and themes within three different expert information‐seeking professions: academic librarians, journalists, and nonfiction children's book authors. From semistructured interviews emerged distinct themes of doing, knowing, and being that expert information seekers employed when encountering information. The authors believe that these identity practices could form the basis of an information‐seeking curriculum that can help address the challenges of the current online information environment.
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