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This is the second of two papers discussing the application of Berkeley phenomenologist Hubert Dreyfus’ five-stage model of skill acquisition to information literacy (IL) theory and practice. This second paper will consider in detail how Dreyfus’ model might be used by academic librarians to scaffold information literacy learning opportunities that foster students’ development of information behaviors characteristic of experts within various disciplinary contexts. The article draws on several of the models mentioned in the previous article as well as representative works in the IL field that have put forward instructional activities and pedagogical strategies both for teaching generic IL skills and competencies, as well as those focused on the acculturation of students to the norms and behaviors characteristic of situated disciplinary IL practices. The article argues that information literacy learning opportunities and instruction must ultimately be located within the context of the disciplines and that librarians should see themselves as not only instructors, but as “curricular consultants” within the academy.