This issue draws on the expertise of librarians and faculty to highlight the central role of information literacy in higher education. The authors show how approaches to information literacy can be used to engage undergraduates in research and creative scholarship. The articles clarify definitions of information literacy and illustrate various means of curricular integration: OL {list-style:disc}P:{margin-left 60px}* Reforming the Undergraduate Experience* Librarians as Agents of Change: Working with Curriculum Committees Using Change Agency Theory* Global Educational Goals, Technology, and Information Literacy in Higher Education* Information Literacy and Its Relationship to Cognitive Development and Reflective Judgment* Information Literacy and First-Year Students* Effective Librarian and Discipline Faculty Collaboration Models for Integrating Information Literacy into the Fabric of an Academic Institution* Dynamic Purposeful Learning in Information Literacy* College Student Engagement Surveys: Implications for Information Literacy Students regularly miss the relationship between the information-seeking process and the actual creation of knowledge. The authors in this issue support infusing the undergraduate curriculum with research-based learning to facilitate students' ability to define research for themselves. Most importantly, this volume argues, students' information literacy leads beyond finding information -- it actually involves their creating knowledge. This is the 114th volumes of the Jossey-Bass quarterly higher education report series New Directions for Teaching and Learning, which continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.