This article uses qualitative methods to examine 29 undergraduate disciplinary learning standards and accreditation documents to identify mentions of the phrase "information literacy" (IL) and references to IL concepts from the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Results show that "information literacy" appears in very few standards and suggests that the adoption rate of the Framework's individual frames may be influenced by how each discipline creates and uses information. These findings can be used by librarians to identify common language with disciplinary faculty and to develop learning outcomes closely aligned to disciplinary standards.