This exploratory case study discusses how information literacy elements are presented in first-year composition assignments developed by teaching assistants. The study used content analysis of the instructions accompanying research assignments to understand research projects and their information literacy elements. The analysis found the library largely missing from discussion about research in the directions. Language about how to do research was vague or inconsistent, and guidelines offered flexibility where novice researchers might benefit from more structure. However, the assignments excelled at scaffolding learning. This study will help librarians collaborate with instructors and writing program administrators to ensure appropriate incorporation of information literacy into assignments while also offering ideas for tailoring library instruction.