This paper reports on the findings of an observational study of information literacy instruction in a college writing course. Using a sociocultural approach, the study explores how classroom discourse can influence the ways in which students conceive of information literacy and the process of research and writing. We found that a discourse that emphasized finding sources more than learning about might limit students engagement with information and the process of inquiry. This article concludes with recommendations for modifying discourse and instructional practices in order to help students engage more deeply in the research process.