Students use the Internet for schoolwork in ways that reach far beyond what schools require or support, and they conceive of information literacy in paradigms different from those of adults. Recent surveys by the Pew Internet and American Life Project (Levin and Arafeh 2002) on the role of the Internet in schools suggest that there is a significant disconnect between teachers and their students about how the Internet fits with academics. Students report being hampered in their Internet use at school by teachers who tend to view the Internet as a resource to be consulted rather than as a tool for connecting with the world. Likewise, adults' understanding of what it means to be information-literate is frequently built on a print-based culture and models of problem solving that emphasize logic. This article discusses how cognitive apprenticeship, a naturalistic paradigm for teaching and learning in which mentors guide novices through real-world learning tasks with the goal of giving expert skills and strategies, is one means of bridging the gap between current and evolving understandings of ICT. (Contains 1 table.)