Information literacy and education policy: An instrumental case study of the Ontario public school curriculum

This instrumental case study explores the Ontario Ministry of Education's information literacy curriculum policy for kindergarten to grade twelve. The central issue investigated is the development of information literacy policy as depicted by the Ministry, and not the detailed implementation impacts of this policy. A rhetorical analysis of relevant policy documents and interviews with twelve policy makers constitute the methodological framework. This research found that teacher librarian advocates and the Ministry's funding priorities and emphasis on standardized literacy testing have significant impacts on information literacy policy development. The current state of school libraries in Canada also impacts information literacy policy as does the teacher librarian community's advocacy network, how teacher librarians are trained and how teacher librarians are able to mesh their goals with those of the Ministry. This research reveals that current information literacy policy in Ontario fosters a learning environment based on inequitable access to information skills.