Constructivist pedagogical approaches are premised on learning through independent information seeking and use, but in practice students face difficulties in achieving meaningful learning outcomes by these means. They understand research assignments as reporting exercises preferring to seek, copy and paste pieces of information. While practising teachers understand the importance of information seeking and use for learning, they have only vague notions of and underdeveloped strategies for information literacy instruction. Teacher education is not explicitly preparing teacher trainees for the task. Neither is there much research-based knowledge about teacher trainees' conceptions of information literacy instruction.