The main purpose of this thesis is to examine upper secondary school teachers’ views of their students’ information seeking practices and their perspectives on consider the concept of information literary. The theoretical framework consists of a sociocultural perspective and the empirical material has been collected through interviews with six upper secondary school teachers. The material is analyzed phenomenographically and revealed three practices. Social science teachers consider the library and librarian to be valuable resources for students’ information seeking, particularly in view of information overload in society today. Thereby information literacy is seen as controlling information and constructing knowledge. In the natural sciences the teachers also see the library and librarians’ role as important, but information seeking as an object of teaching is not on their personal teaching agenda. Information literacy is viewed in a process, problem-solving way. The technology teachers do not consider information seeking as an important aspect of their teaching. Information literacy is seen as locating and using sources for practical use and thereby extending the students knowledge. This thesis established that the subjects taught influence ways of looking at knowledge and learning, and that pedagogical methods influence the teachers’ way of understanding information seeking and information literacy. Further, the teachers’ own university studies influences their values, in particular, the period of time when they carried out their studies. The contradiction in terms of the lack of interest among technology teachers in information seeking skills yet seeing information literacy as knowledge extension, reveals a sociotechnical view of information literacy.