Students and faculty continue to seek support for traditional library research services, while the library seeks to support and sustain services to a constantly growing university population. By moving our information literacy instruction to an unmediated online curriculum, the library has been able to take advantage of an incredible opportunity to expand our services and maximize our impact on students. This approach allows us to move our information literacy instruction past the much-lamented “one shot” instructional session. Designed to stand alone or be integrated by faculty into courses, students and faculty will be able to access modules at the point of need, ensuring that our information literacy instruction is tied to a student-centered educational need and outcome. The library has reframed its approach to teaching information literacy to be grounded in the ACRL Framework for Information Literacy in Higher Education, and to be process-driven and encourage active learning. It encourages mastering not only information retrieval skills, but also habits of thought, so that students may be become aware of their own learning, and apply information literacy instruction to all areas of their lives. This poster session will allow an opportunity to share our development of a Framework-centered information literacy curriculum: taking the Framework as our starting point, the library adapted the concepts of the Framework to fit the needs of the online curriculum and the university’s learning community. We will share how adapting the Framework allowed the library to adopt a process-based approach to information literacy instruction. We will also share examples of the learning modules developed for the information literacy curriculum, and share what has been learned throughout the development process.