Finding and using information from various sources is a complex task. It requires higher-order thinking skills of analysis, synthesis and critical evaluation emphasizing a critical mindset. Also inquiry-based pedagogical models highlight these aspects. The ideas of information seeking, and inquiry learning emphasize an iterative question-driven process of finding, managing, and evaluating information. Additional aspects of today's inquiry learning are its collaborative nature, which gives rise to a challenge of arranging collaborative information seeking with (heterogeneous) groups of students, and the use of information and communication technologies (ICT). The relatively small number of studies concerning pedagogical aspects of information seeking at the elementary school level, supported by ICT, likely reflects the novelty of this issue.

A naive way of students' information seeking process emerged through empirical studies. Instead of being a holistic process, it manifests itself in the form of information gathering only, and uncritical acceptance of information. When learning activities are focused to information gathering, such important phases as refining the question, evaluating, and synthesizing information, are easily neglected. The difference between a holistic approach to the information seeking process, and information gathering is outlined in the following figure.

Using new technological devices only for more effective ways of information gathering, and copy-pasting information is simply not enough. Instead, a new pedagogical culture, supported by technology, has to be carefully designed and put into use for developing students’ information seeking skills. It is important that new pedagogical models emphasizing higher-order information seeking activities do not become an unmanageable additional cognitive load. Concerning this issue, the teacher plays an important role in coordinating and scaffolding students' learning activities towards a comprehensive inquiry process. In addition to supporting students, it is also relevant to offer teachers new conceptual devices for understanding the potential and challenges of collaborative inquiry learning, and to provide support for practical pedagogical implementation. The starting point for effective information seeking with technological support is thus embedded in a sound theoretical understanding of the information seeking process, as it is intertwined with meaningful pedagogical practices.

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