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The intent of this paper is to outline a case study that addressed signage issues in a circulating book collection at a four‐year college library. A signage redesign project is detailed, with special attention paid to the challenges of a complex and often confusing layout.

A consistent and comprehensive stack signage system involving the implementation of a color‐coded scheme, along with a variety of new informational and wayfinding signs, was designed. The project also supported the creation of a corresponding digital map linked to library catalog.

The redesigned stack signage system contributed to a dramatic increase in the number of books checked out from the circulating collection. A pattern of positive responses observed during reference services and library instruction sessions also supports the favorable outcome of the project.

The study would benefit from a survey or related data that could quantify the impact of the redesign on patron wayfinding in the circulating stacks.

The unique circular nature of the library discussed presented additional obstacles; however, the measures taken are applicable to libraries of various configurations. The detailed signage strategy could also serve as a framework to develop best practice guidelines for stack signage.

While there is significant literature on library signage, stack signage specific to directing patrons towards locating books on the shelves has not been widely addressed.

The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing.

The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups is presented in the context of the model put forward.

Disciplinary faculty do not have generic conceptions of information literacy but rather understand information-related behaviors as part of embodied disciplinary practice.

Librarians dissatisfied with traditional forms of generic information literacy instruction marketing will find a method by which to place ownership on information literacy in the hands of disciplinary faculty.

The article offers a unique analysis of the challenges facing current information literacy specialists and a new approach for integrating information literacy in the disciplines.