Resource-based learning or problem-oriented learning are teaching methods that are becoming more and more common in schools today. In order to make these teaching methods work there is a demand to make students information literate. The aim of this thesis is to find out how six teachers at six senior high schools apprehend their professional role of seeking, preparing and developing the course in history of literature. I have used phenomenography which is both a set of theoretical assumptions and a methodology. This means that by doing a limited number of qualitative interviews one is able to describe the variations of the conceptions that have emerged. The results of the study are presented in grouped categories of quotations that reflect various conceptions. Among the mayor findings in my study are that all of the teachers use their own course to develop a new one. Neither none of the teachers in my study have a positive conception to educational science in the process of seeking, preparing and developing the course in history of literature. But the level of collaboration with the school librarian is due to the collaborative cultures that prevail in the particular school, confusion and insufficient planning time. This indicates that the teachers are rather ignorant of the school library and the importance of the school librarian to teaching and learning.