In this Information Age, students produce research projects by piecing together passages quoted verbatim and stitched together with a few introductory or transitional words. They assemble research as patchwork quilts rather than weaving a fabric of new knowledge. This common practice raises ethical issues and poses new challenges for library media specialists. If plagiarism is the appropriation of another's words and ideas, students submitting patchwork research projects may be guilty of exemplifying that definition. The practice of patchwork research highlights the difference between information and knowledge. The students have not used thinking skills of an order higher than "application" on Bloom's taxonomy. They "recall" and "summarize" but do not "analyze," "synthesize," or "evaluate." They do not construct new knowledge. Although they can create works-cited lists, these students have used other people's words and ideas to commit a conceptual, inadvertent form of plagiarism. In an effort to address this problem and help students learn how to avoid plagiarism, the author suggests to use document-based questions (DBQs) to help students learn how to weave new knowledge from a variety of sources. Here, the author discusses how teachers and library media specialists could collaboratively develop and teach DBQs and information literacy in an array of disciplines based on questions and documents, such as lab reports or literary criticism. The DBQ process in which the teacher would teach as the subject expert and the media specialist as the information expert is presented.