Teachers become experts in their discipline and its writing conventions after years of study. However, they ask students who switch subjects five or six times a day to change disciplinary lenses every hour or so. This article presents an alternative to the established approach of simply integrating generalized information literacy skills into projects and papers. Rather than asking all teachers to take responsibility for teaching students the same reading and information literacy skills, teachers might consider asking content specialists to focus on disciplinary literacy and teach reading in the manner their particular disciplines demand. Disciplinary literacy requires development of skills beyond the ability to simply read and write; it requires a broader definition of literacy. Information literacy depends on abilities to search, identify, evaluate, parse, and effectively re-communicate information. It implies a broad level of fluency in confronting, handling, and communicating information in all its mediums, a set of skills that might be referred to as disciplinary information literacy. Reframing teacher collaborations around disciplinary information literacy is not an unreasonable goal. Making students explicitly aware of the differences between researching and writing in history versus English or science will help students code switch as they move, physically and mentally, from discipline to discipline throughout their school day and assignments. With this method, in collaborating with colleagues, teachers help learners become sophisticated participants in the scholarly conversation.