Information literacy (IL) was introduced as an important consideration when the American Library Association (ALA) Presidential Committee on Information Literacy (1989) touted the "Information Age" as the key catalyst for changes in how citizens view and interact with information. In the mid-1990s, with information technology taking center stage on the information and technology landscape, forward-thinking faculty member Jeremy Shapiro and information specialist Shelley Hughes challenged educators to look beyond one-dimensional definitions of information literacy and consider the multidimensional facets of information: economic, social, philosophical, and cultural. Shapiro and Hughes suggested that individuals view information literacy as "a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact--as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar logic, and rhetoric) was to the educated person in medieval society". Laura Saunders (2007) notes that the Boyer Commission, the National Center for Education Statistics, and the American Association of Colleges and Universities all acknowledge the importance of critical thinking and information, evaluation, and analytical skills to effective student learning. Thus, ensuring that students (being also future citizens) are equipped to handle the economic, social, cultural, technical, and ethical demands of the information age is a call to action for educators. In this article, the author describes a framework for collaboration and reviews exemplars for collaborations that lead to successful information literacy development and infusion.