This narrative describes collaboration among librarians, writing program coordinator, and professors on an information literacy task force. Their attempts to infuse the University's curriculum with information literacy are described. Authors define the term, explain its history with three professional organizations, and describe processes for engaging the faculty in grasping the range to ACRL [Association of College and Research Libraries] Standards, performance indicators, and outcomes. Authors show how mapping outcomes may be foundational for designing curriculum in response to the needs of learners and educators amidst constantly evolving systems. Collaborative efforts at integrating IL [Information Literacy] workshops into Core writing courses are described. In a culture of evolving digital literacy, infusing IL skills at points of need, and developing accessible guides about using resources in evolving systems are described. The following are appended: (1) Writing Across the Curriculum Survey Administered Electronically through the University's System in Spring 2010; (2) Information Literacy Learning Outcomes, Pedagogy, Assessment & Standards by Course: English 101 and English 102 in AY 2009-2010; (3) 2009-2010 Feature Analysis Rubric for Analytic Writing; (4) Scoring Guide for Writing Samples 2010-2011: Assessing Writing for Overall Quality and for Isolated Features; (5) Screen Capture of Online LibGuides 2009-2010; and (6) Screen Capture of LibGuide for EfolioPA 2009-2010. (Contains 1 footnote and 2 figures.)