This study presents an analysis of 100 syllabi of creditbearing information literacy (IL) courses from colleges and universities across the United States. The objective was to determine how IL courses were being presented and taught in academic settings; how many credits were offered; the duration of the course; platform used to teach - face to face, online, or other methods; how students were graded; what types of assignments were used, and what topics were being taught and how. The authors hypothesized that over the course of six years since the original study, syllabi would show significant changes as technology has continued to dominate and expand the library world. Finally, the study looks to see how national IL courses address the Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education (the Standards). The importance of this research was to guide our own interest in developing a credit-bearing IL course as well as to provide this information for others in our profession who share an interest in this area.