This article presents a qualitative study that examines the roles of pedagogues in elementary schools with regard to young children's information literacy. The concept of information literacy is seen from a sociocultural perspective, as a dimension of literacy that varies in different social practices. Further, from this perspective the importance of the mediating functions of tools used in information seeking is stressed. Data was collected from a Swedish village school from one focus group interview and two individual interviews with different kinds of pedagogues. Problem-centred teaching was also observed in five forms with pupils aged 6-8. In the analysis an overarching division or two discourses connected to information literacy emerged. On the one hand, literacy, aesthetic activities and the reading of fiction were the focus and, on the other hand, there was a focus on information literacy, utilitarian information-seeking activities and ICT tools. It is also shown that information seeking is given a certain meaning in problem-centred activities in elementary school. The authors consider that the discourses found in the empirical material might have implications for the concept of information literacy, if they are explored to a fuller extent.