Recognizing the limitations of traditional research assignments, the two authors of this article--one a librarian and one a historian--set out to redesign a history capstone seminar to focus on the research process as much as on the research product: tipping the iceberg to look at what is underneath. The article begins with a brief overview of the place of HIST 492: History of the Antarctic Treaty System capstone seminar in the undergraduate curriculum at Colorado State University. It continues with an examination of the limitations on the traditional history research assignment. It then moves to explore "new approaches" in the field, including the guiding concepts behind this project, personal learning environments, and critical information literacy. The central part of the paper explores the changes that were made to the research component of HIST 492 in order to integrate information literacy throughout the semester. The paper uses a qualitative evaluative process to study the effect of the research assignment on student learning. By analyzing the students' assignment responses as well as reflective survey answers, the paper will facilitate an exploratory reflection on the use of alternative research assignments and their capacity to meet learner needs. Recognizing the somewhat specialized focus of an Antarctic history class, the conclusion will consider how the insights that were developed through this course redesign could be applied to other historical research classes.