This article describes how and why the Dunning-Kruger effect, in which novice students fail to recognize their own lack of research skills, often occurs with the one-shot library instruction mode. In contrast, we offer a holistic model of instruction that emphasizes closer information literacy connections to higher education curricula. Through collaboration, embedded librarianship, and using class time to address ACRL Framework concepts, such instruction promotes deeper, student-centered, authentic inquiry. A case study using research logs and a learning community approach indicated that students acquired a deeper understanding of the research process. The collaborative use of research logs highlights one approach to avoiding the Dunning-Kruger effect, even with limited class time.