Librarians know that information literacy is much more complex and nuanced than the basic library research skill that it's often portrayed as; in fact, as outlined by the ACRL Framework, research is a contextual activity. But the settings in which we teach often constrain our ability to take a more layered approach. This book not only shows you how to teach information literacy as something other than a basic skill, but also how to do it in whatever mode of teaching you're most often engaged in, whether that's a credit-bearing course, a one-shot session, a tutorial, a reference desk interaction, or a library program. Taking you through each step of the research process, this book shares ideas for adding context while exploring topics such as: (1) how conversations about context can be integrated into lessons on common information literacy topics; (2) examples of the six genres of research and suggested course outlines for each; (3) ensuring that context strategies fit within the ACRL Framework; (4) questions for reflection in teaching each step of the research process; (5) four different roles that sources can play when researching a topic; (6) helping students refine a topic that is drawing too many or too few sources; (7) cultivating students to become good decision-makers for the best type of research sources to use depending on their need; and (8) how to address the shortcomings of checklist tools like the CRAAP test.