In 1989 the American Library Association defined information literacy as a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. While these fundamental skills are still at the heart of information literacy instruction, the nature of that information and the strategies for evaluating it are rapidly changing; the Read/Write Web and Web 2.0 technologies are disrupting many traditional, long-held concepts of authority. The arguments of authority and literacy ultimately lead back to how media specialists help their students navigate both traditional and nontraditional information. They are at a critical moment in their profession, and they need to seize this moment to collaborate with their learning communities as leaders in interpreting and teaching information literacy. In this article, the author discusses two theoretical lenses she used to envision her library program: (1) participatory librarianship; and (2) connectivism. These theories embrace an innovative, organic approach to information literacy integration and value the power of social media and learning networks that are an essential element of evolving information literacy concepts. (Contains 3 figures.)