Here are several options for assignments that incorporate information literacy competencies into your courses, divided up by general skill sets. Some are suited more for advanced or upper division courses, while others are appropriate for lower level undergraduates. These examples can be adapted for most subject areas. Feel free to add specifics to make the assignment relevant to your class.
For students who have no familiarity with the library resources, services, or research, scheduling a session with a librarian is often the best method. Sessions can include tours of all or part of the library, or presentations on specific resources (e.g. library catalog, general article databases).
Given a general topic idea in your discipline (e.g. stem cell research) have students prepare focused research questions or thesis statements that are appropriate for a 5-10 page research paper. This will help students learn how to broaden or focus a particular issue, and will familiarize them with the mechanics of writing good thesis statements.
Reading citations or bibliographies is something that many students have difficulty with.
Provide students with a bibliography from a current book or research article in your discipline. Have them identify which citations are books, chapters of books, articles in reference books, articles in periodicals, web sites, conference proceedings, etc. Have them locate items that are available at the Kraemer Library (which are available in print? electronically? in multiple formats?). For items not owned by the library, have them explain how they might obtain these items. Have them locate and read two of those items and summarize them. (If you provide quality bibliographies you know that they are reading good sources on subjects you want them to be familiar with.)
Find primary sources and secondary sources on a particular issue or historical period. Contrast the treatment in the primary sources with the treatment in secondary sources (including the textbook).
Have students complete research papers or other major projects in stages. Create assignments which step students through the research process so that the research process (not necessarily the final deliverable) becomes the focus of the assignment. For example, students might first be required to prepare a focused research question or thesis statement, then cite potential resources to answer the question (books, articles, etc.). Students would be required to turn in deliverables at each stage of the process. If feedback is provided promptly, students can be redirected and advised as the project progresses. This is also one way to avoid plagiarism.