Every educational institution ought to ensure that students are sufficiently prepared to meet the needs and expectations of the twenty-first-century college, career, and civic environments. Yet technology has seeped into a number of areas from a number of sources without schoolwide consensus on goals, methods, or responsibilities. In this article, the author relates how her school needed to look at the acquisition of information literacy (IL) skills in a coordinated way so that their teaching staff could develop a consensus on goals and methods. As such, she undertook number of qualitative studies to assess how effectively her school was developing its students' information literacy skills, figure out how it ought to improve, and develop an implementation plan. The findings of her studies include: (1) The definition of IL has expanded beyond technical and toolset skills to performance for understanding; (2) To succeed in college, career, and twenty-first-century life, students need to be information-savvy, not tech-savvy; and (3) IL is a curricular initiative, not a library or technology initiative. (Contains 1 figure and 1 table.)