Although information has become increasingly prevalent in young people's lives, minimal research has addressed children's attitudes to the word itself. This paper scrutinizes questionnaire-based data to explore how 45 eight- to ten-year-old Canadians understood the term. `Information' was often considered to be material that met a need, covered particular territory or was associated with action by an individual. The youngsters identified many features they believed characteristic of `good information'; where these requirements were not met the material was frequently deemed `bad information'. The research findings have implications for teachers and librarians, as well as for researchers investigating children's information needs.
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