Academic art librarians frequently provide information literacy (IL) instruction for art history students. It is equally vital that studio art students receive IL instruction. The author analyzes survey results of art librarians worldwide to help determine how they approach information literacy instruction for their studio art student population. Following the global perspective, the author includes a case study for comparison based on her experiences, starting with a brief overview of the development and content of the information literacy requirement in the University of Wyoming’s University Studies Program. The author describes collaborating with a studio art faculty member to transform an existing introductory sculpture course into one with a more sustained and embedded information literacy focus, using both the University’s IL program guidelines and other techniques.