Abstract
A relational model of information literacy (Bruce, 1997) has been used as a framework for examining national policies, teacher education, curriculum integration, and assessment issues relating to information literacy and lifelong learning. Initiatives by a range of stakeholders are included to illustrate shared responsibility and support for the educational goals. Successful development of the information and communications technology capacity in schools and extension of technological skills of teachers have yet to be matched in teacher education by explicit, systematic attention to the broader requirements of information literacy. National curriculum documents imply an intention to ensure that information literacy continue to be embedded in essential learning areas, but indications are that this is not translating evenly into teaching practice
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