AbstractThe Framework for Information Literacy in Higher Education (ACRL, 2015) holds scope for deepening the conversations and achieving more productive collaborations between lecturers and librarians. This is 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 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 that are needed in the 21st century.