Statement of the Problem Continued Today students face a new challenge in achieving information literacy. Being literate requires more than just being able to open a textbook, scan the index, and locate the answer. Given the vast amount of information now available to students (regardless of grade-level), textbooks are simply one type of source students can turn to in their quest for information. Savvy textbook publishers now include Internet sites in their chapters, knowing that the Internet offerings are not limited to state and district adoption cycles. Many districts have budgeted more for Internet wiring than for textbooks. Students are often logging on to the Internet before checking out anything from the library (McKenzie, 2000). However, not all students are actually finding useful information as they venture out into cyberspace. In fact, many students are overwhelmed by the amount of information available, the juxtaposition of contradictory information, and a format that does not instantly provide the right answer, something they could always count on from their textbook. "Information helps us reach conclusions, make our choices, and communicate more effectively. But the good stuff is often buried in heaps of junk (Valenza, 2000)." Without the tools for wading through the Internet's information glut, students are not truly information literate. To address the problem of information literacy, we see a need to provide our students with an information toolkit (McKenzie, 2000). This kit will include strategies not only for conducting Internet searches, but also for evaluating the usefulness of the information. Information literate students who can find and evaluate information will welcome the challenge to go beyond the distilled information of the textbook - and beyond state and district mandated standards.