Constructivist learning theories promote students' engagement as one of the key factors in successful learning and knowledge building. Research indicates that the short attention span of adult learners, their need to "learn-by-doing," interact and multitask in the learning process can be accommodated with a positive outcome by introducing interactive class activities. Information Literacy (IL) presenters in an academic library setting face the challenges imposed by limitations of a one-shot library session. Teaching has often been discussed not only as a technique but also as an artistic and complex skill that requires continuous perfecting and a large amount of creativity invested. The literature on IL teaching approaches practiced in an academic library setting is rich with recommendations and examples of interactive teaching techniques. This article describes six working examples of interactive teaching activities applied within a variety of generic IL courses presented at the University of Auckland Library, New Zealand. Both challenging and successful working practices during the delivery of the student-centered activities are discussed. The article provides practical solutions and examples of how, despite recognized challenges, several interactive IL class activities can be performed within a short session timeframe, resulting in an engaging learning environment, increased student interest in IL program participation, and positive student feedback. (Contains 5 figures.)