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The aim of this study is to further understanding of the situated activity of seeking pictures. It relates to an ongoing discussion on how multimodal information literacies are enacted in different social practices.

In order to understand the characteristics of the communication and interactions in the activity of seeking pictures, video recordings from an ethnographic study of primary school children working with problem‐centred assignments have been analysed.

The analysis reveals how the activity of seeking pictures is shaped by the assumption that pictures are different from facts and information; pictures are seen primarily as having decorative functions. The activity is also characterised by playful, yet efficient cooperation between the children; they make the activity meaningful by transforming it into a play and game activity where pictures become important as physical objects, but not as a semiotic means of learning.

The study is limited to the activity of seeking pictures in a specific primary school; however, it shows how modes other than textual modes can be included in the study of information activities.

The study reveals the need for developing methods for enhancing children's possibilities to critically examine and learn from visual material, such as pictures.

Research on information seeking and information literacies rarely focus on multimodal aspects of information activities or the seeking of pictures outside special collections, despite the increased significance of visual material in the contemporary media landscape. This paper shows how studies of multimodal information activities can be designed.

This paper investigates the experiences of school teachers of supporting pupils and their apprehensions of how pupils search and assess information when search engines have become a technology of literacy in schools. By situating technologies of literacy as sociomaterial the purpose of this paper is to analyse and discuss these experiences and understandings in order to challenge dominant views of search in information literacy research.

Six focus group interviews with in total 39 teachers working at four different elementary and secondary schools were conducted in the autumn of 2014. Analysis was done using a sociomaterial perspective, which provides tools for understanding how pupils and teachers interact with and are demanded to translate their interest to technologies of literacy, in this case search engines, such as Google.

The teachers expressed difficulties of conceptualizing search as something they could teach. When they did, search was most often identified as a practical skill. A critical perspective on search, recognizing the role of Google as a dominant part of the information infrastructure and a co-constructor of what there is to know was largely lacking. As a consequence of this neglected responsibility of teaching search, critical assessment of online information was conflated with Google’s relevance ranking.

The study develops a critical understanding of the role of searching and search engines as technologies of literacy in relation to critical assessment in schools. This is of value for information literacy training.