These schemata are the framework into which people store content, process, and conditional knowledge. When students confront new ideas or information that cannot be encompassed by their existing schemata, they must create new ones. This restructuring is thought to involve the development of hypotheses against which learners test new concepts. This hypothesizing and problem solving, when successful, effects learning that is the expansion and reorganization of the knowledge base. Information skills provide students with process knowledge that enables them to seek out information with which to restructure their knowledge bases.
Information literacy is essential to knowing how to learn.
Information literacy outcomes are a means to an end, not an end in themselves. Because of the importance of information literacy to mastering content knowledge and acquiring thinking and problem-solving skills, school library media specialists and teachers must work cooperatively to plan instructional units that incorporate information literacy instruction into content domain instruction. Information literacy outcomes are essential in any school curriculum, and cooperation among teachers and school library media specialists is essential to their achievement.