Cataloging practices, as exemplified by the five user tasks of the IFLA Library Reference Model, can support information literacy practices. The six frames of the Framework for Information Literacy for Higher Education are used as lenses to examine the user tasks. Two themes emerge from this examination: context matters, and catalogers must tailor bibliographic descriptions to meet users’ expectations and information needs. Catalogers need to solicit feedback from various user communities to reform cataloging practices to remain current and viable. Such conversations will enrich the catalog and enhance (reclaim?) its position as a primary tool for research and learning.