There are multiple stages to developing critical skills when both the librarian and faculty member are partners in the process. One of the first actions is for both the librarian and the faculty member to be in the library class to help students with information literacy. A teaching dynamic becomes evident, and the students understand the importance of what is taking place. Also, having a specific assignment associated with information literacy gives a clear purpose for why students are learning these skills and why they need know how to use the library. Through summative course evaluations, students have consistently reported that information literacy sessions enhance their learning and increase their capabilities as researchers. The librarian offers students specialized information about library resources and how to use online information in order to find research based materials and other sources. Most important, the partnership between the librarian and faculty member starts with development of the curriculum, then the assignment, and continuing well past the library session to mentoring of students throughout the course. In this article, the authors discuss how student learning is enhanced as the result of ongoing collaboration. Through what they call Dynamic Purposeful Learning (DPL) and the collaborative process, students learn dynamic information literacy and online research skills.