Introduction: Information encountering (finding information while searching for some other information), is a type of opportunistic discovery of information that complements purposeful approaches to finding information. The motivation for this paper was to determine if the current models of information literacy instruction refer to information encountering. Method: Through a literature search we identified five information literacy models popular in the U.S. elementary and secondary school environment and evaluated their descriptions to determine if they include information encountering. We relied on the literature sources that provide initial descriptions of the information literacy models and the secondary literature that discusses the application of the models. Analysis: The analysis for the presence of information encountering first included independent readings by the research team members, followed by a collective discussion of observations to formulate the findings. Results: None of the information literacy models included explicit reference to information encountering or other types of opportunistic discovery of information; however, they all have components that can accommodate this type of information behaviour. Conclusions: Within each of the five analysed models there are stages where natural occurrences of information encountering are possible and could be articulated for students. Additional empirical research is needed about the impact of information encountering-enhanced models of information literacy on the students' learning outcomes and instructional processes. (Contains 1 table and 1 figure.)