The Association of College and Research Libraries' (ACRL) Framework for Information Literacy in
Higher Education presents scope for deepening the conversations and achieving more productive
collaborations between lecturers and librarians. These transactions are significant for the ongoing efforts
to create and maintain a sustainable programme for information literacy within higher learning. It is
suggested that librarians and lecturers might use the Framework as a kind of heuristic resource to bring
to the surface or make visible the processes and practices in knowledge making that may be tacit or
unintelligible for students. Based on a series of interviews with lecturers across different disciplines, this
paper explores the synergy between the conceptual frames of the Framework and the lecturers'
strategies to bring about the kinds of literacies that are valued as generic graduate attributes needed in
the twenty-first century.