Recent legislation in Sweden mandates that all students be provided access to a school library. In addition, schools are expected to help students become independent and life-long learners. Various national organizations stress the importance of a school library in this process; however, reportedly independent schools use public libraries and the Internet for information activities instead. This study explores: 1) how independent schools in Sweden can meet both government requirements to provide library access and the information literacy demands of their students, and 2) the function of digital libraries in this context. After a comparison of previous research, a qualitative method was chosen based on socio-cultural theoretical assumptions. Semi-structured interviews were conducted with a principal, a teacher, and a focus group of students from two independent schools. Through a process of open coding, important themes emerged concerning how libraries and information literacy are conceptualized. There is a strong tendency to see libraries in terms of a physical function (books on shelves) over social activities (e.g., integration with teachers, development of information literacies, collection management). Students rely first and foremost on Google during the information seeking process, but also consult each other for help. There are also signs that students are discouraged from asking their teachers for help during the information seeking process. The findings indicate that current educator attitudes may hinder the development of digital school libraries.