In looking for ways to combine course content literacy and information literacy with active learning, in 2007, the English Department and Library at The University of New Mexico-Los Alamos combined efforts and created a course project for students to curate exhibits that would demonstrate their understanding of course material through library research. It is known that in developmental education active, student-centered learning is the best method to promote engagement, increase confidence, and build enthusiasm (Bransford, Brown, Cocking, & NRC, 2000). After discussing several strategies, authors Mickey Marsee, and Dennis Davies-Wilson, decided to incorporate an assignment involving student-curated exhibits, with a public reception, into the curriculum of a freshman capstone course, "Classics 107: Greek Mythology", in which many of the developmental-level students enroll. This assignment could be adapted to suit courses in any discipline. The assignment asks students to work in teams to curate exhibits using various methods of research. Students synthesize text, artifacts, and other visual images to explain and analyze a topic from the course and then present the exhibits to the campus and public during an opening event. The assignment had four instructional goals: for students to experience success engaging in a variety of learning intelligences and employing both cognitive (writing and research) and affective learning skills; to increase library awareness and information literacy; to contribute to the students' sense that they belong to the academic community; and to develop competency skills that translate into the workplace. Students conduct research, manage their time, create written documents, form artistic representations, and verbally present information. Here, Marsee and Wilson describe the role of the library, discuss the assignment, and show through outcomes assessment how students not only increase their critical thinking and writing skills, but also that they show a change in attitude about the library as a place and their role as a student on campus. In the end, this venture has provided for increased collaboration between librarians and faculty. It has also fostered interactivity between librarians and students, and has provided an additional opportunity for the library to be an integral part of the education process.