Access to computers and tablets in Swedish schools has increased significantly over the last few years. This is a positive development, but the presence of technology in the classroom says nothing about the way it is being used. More work is required in educating teachers in using technology in innovative ways to encourage learning. Teaching information literacy skills in schools today is essential in preparing students to become lifelong and independent learners in the information society. The study takes a sociocultural perspective on information literacy and uses a qualitative method to investigate how teachers can teach information literacy through the use of a digital library, Stockholmskällan. A conversational interview was conducted with two members of the Stockholmskällan team. Following that, semi-structured interviews were held with the three Stockholmskällan team members and ten upper secondary school history teachers who have used Stockholmskällan in their teaching. Open coding was used to dissect the data and find common themes within it. This study demonstrates that although possibilities to teach information literacy through Stockholmskällan exist, teachers do not have information literacy in focus when using the digital library. The teachers interviewed do not demonstrate a common understanding of the concept of information literacy. The findings indicate that concept of source criticism is central to teachers’ interpretation of information literacy.