An experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student (N=112) understanding and application of information literacy concepts. While the analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups, students in the experimental group used the I-LEARN-designed research guide more often that students in the control group. This warrants further study, and the author is currently working with others to use I-LEARN as a framework to design research guides.