Explores what children know about finding and using information books and observes what these children actually did when involved in information finding tasks. Finds that schools and teaching do have an effect in this area but that there was a gap between what children said about how they would use information books and what they actually did. (RS)

Presents four activities that illustrate what can be done to introduce children to the use of organizational devices that help the children use nonfiction books effectively. (RS)

Observes primary children's information skills and identifies areas of difficulty. Discusses modifying and developing such skills through specific teaching methods. Focuses on the case of one student whose response to gathering information from difficult text was to copy the text word for word. (RS)