The paper presents the results from a study on
information literacy in a higher education (HE)
context based on a larger research project
evaluating 3 Norwegian IL web tutorials at 6
universities and colleges in Norway. The aim was
to evaluate how the 3 web tutorials served
students’ information seeking and writing process
in an study context and to identify barriers to the
employment and use of the IL web tutorials, hence
to the underlying information literacy intentions by
the developer. Both qualitative and quantitative
methods were employed. A clear mismatch was
found between intention and use of the web
tutorials. In addition, usability only played a minor
role compared to relevance. It is concluded that
the positive expectations of the IL web tutorials
tend to be overrated by the developers.
Suggestions for further research are presented.