This paper examines an information literacy collaborative research project at the University of Otago between a sociology lecturer and a subject specialist librarian, The research project was undertaken to implement and evaluate the effectiveness of embedding information literacy skills into academic assessment requirements in a first and a third year sociology course. Using focus group interviews and whole class surveys the research team generated both qualitative and quantitative data relating to students acquisition of information literacy skills and to their evaluation of the embedding approach. This paper discusses the initial stages of the project and concludes with a brief outline of preliminary analysis of data from the first year course. (Contains 2 figures and 44 notes.)