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This paper describes integration of IL as a thread running through the environmental sciences curriculum at Newcastle University. A variety of IL activities, including skills development, reflection and assessment, were piloted within existing modules between 2005 and 2008. Discussion groups and learning logs were used to draw out student perceptions of their experiences and to investigate the students' concept of IL as a graduate attribute for life. Student self assessments were considered in the light of independent analysis of their IL abilities. Students' responses show that embedding the assessment of information literacy can play a crucial role in engaging students with the concepts involved, so that as well as learning specific skills, they have the opportunity to develop a wider awareness of the information environment. Continuing assessment of the value and effectiveness of these interventions has also supported the learning processes for staff involved in the implementation. [ABSTRACT FROM AUTHOR]