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x Foreword “making research-based learning the standard, constructing an inquiry- based freshman year, building on the freshman foundation, removing barriers to interdisciplinary education, linking communication skills and course work, using information technology creatively, culminating under- graduate education with a capstone experience, educating graduate stu- dents as apprentice teachers, changing faculty reward systems, and cultivating a sense of community.” Even though libraries are not explicitly mentioned, our instruction efforts could be, and in many cases, increas- ingly are, intertwined with this ongoing transformation as an integral part of the student experience. The Glossary of Educational Reform (n.d.) continues, “Authentic learning is intended to encourage students to think more deeply, raise hard questions, consider multiple forms of evidence, recognize nuances, weigh competing ideas, investigate contradictions, or navigate difficult problems and situa- tions.” Our guiding document, the ACRL Framework for Information Literacy for Higher Education, “. . . grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas” (ACRL 2015). The interconnected core con- cepts outlined in the frames present a structure for thinking through chal- lenges specific to each discipline and place an emphasis on dispositions, the affective dimensions of learning. In other words, the Framework contextual- izes authentic learning to guide our instructional design processes. We do our best to integrate our teaching into an overarching picture of what it means to be information literate we align our student learning outcomes with disciplinary and institutional goals we develop relation- ships and collaborate with teaching faculty, campus initiatives, and stu- dents we respect diverse ways of knowing and learning we actively seek peer, student, and faculty input and feedback we assess student learning in our classrooms and programmatically and we share our ongoing teaching experiences centered on inquiry- and experiential-based learn- ing, and yet, moving forward requires us to continually challenge our ongoing practice. As Murray (2015) advises us, “Traditional measures of library success no longer resonate with university leaders, causing aca- demic librarians to seek new methods of determining and demonstrating library value to student success.” High-impact educational practices (HIPs) differ from the traditional classroom in fact, most of these types of experiences either transform the classroom or eliminate it altogether. First-year seminars, undergraduate research, learning communities and service learning, internships, writing across the curriculum, collaborative learning, and capstone projects engage students in compelling and actionable learning experiences by integrating their learning with real-world problems. Students are exposed