The acquisition of information literacy (IL) skills is recognized as an important component of undergraduate education. An integrated, multi-tiered approach to teaching these skills is proposed to build upon students' evolving abilities, while challenging them to become more sophisticated in their use of information. The purpose of this article is to introduce three scalable models for teaching information literacy that work in general education as well as upper level courses: "The Art of Annotation," "Research and Composition," and "Writing for the Web." These models may be utilized to inform separate assignments in distinct courses or several different courses throughout the curriculum. The authors argue for IL instruction that starts in a comprehensive way in lower-level courses, and then continues in discipline-specific courses at the upper undergraduate level, as well as graduate school. This multi-tiered approach suggests that new models must be designed to reflect an expanded and integrated role for IL education. This will lead to practical and innovative assignment options to enable instructors to effectively incorporate IL in a multiplicity of credit bearing courses.