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This paper reports on the information practices and information literacy (IL) skills of South Korean elementary school students from the perspectives of working teachers. Key to this investigation was the notion of information practice, and how this is shaped by the practice architecture found in an educational setting. A sequential mixed design was undertaken to investigate these ideas which consisted of exploratory interviews with 4 elementary school teachers and was followed by a questionnaire which analysed the responses of 314 elementary school teachers. Findings indicate that in this setting, teachers, students and pre-set curricular content serve as the most frequently used information sources for students during their everyday classes. We pay specific attention to the ongoing centrality of the textbook, in its traditional paper format, to the ways in which teachers design learning activities, and suggest that this limits the diversity of informational approaches to which young South Korean learners are exposed. While these learners are engaged, they are limited in terms of informational genre since teachers and textbooks were found to be dominant information proxies. Activities in which students engage in active seeking or scanning are rarer. Contexts with such a configuration may be hindering the development of critical information literacy skills that are vital in dealing with the abundance of information faced by individuals today.
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