When developing online information literacy lessons and units, I try to remind myself that many skills required on the Internet are identical or very similar to those required to successfully interact with and comprehend informaiton in books. In other words, an online index has a very similar structure and function to those in books. Therefore, before jumping into learning how to teach children to use complex online information literacy structures...try helping children to use more familiar information literacy tools, like identifying headers and keyworkds or skimming and scanning."
I would argue that in this day and age, teaching more familiar information literacy tools would involve starting at Google and working towards books. With brief demonstrations using Google (or another search engine), the instructor has an opportunity to improve a student's abilities in something that s/he already has confidence in -- searching the Internet. We all know that confidence does not translate into abilities.
Starting with an Internet resource, an instructor can point out how different terms -- for example, cars or automobiles -- bring different results. Moving to books, the instructor can translate this to a catalog -- which may or may not use a specific vocabulary of subject headers -- or to a book's index.
I have given over two dozen library tours this year. I was shocked to find out that fewer than half of the students knew who Eric Clapton is. It was more relevant -- and just as shocking -- that out of probably 180 students, only one had ever use a card catalog. The definition of "familiar technology" is changing.
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