Information literacy instruction continually evolves through interactions with different pedagogies and approaches to teaching. An emerging pedagogical framework called Transparency in Learning and Teaching (TILT) is increasingly being utilized and researched by instructors across a variety of teaching contexts and disciplines; however, TILT is notably absent in information literacy instruction literature. This paper aims to introduce the TILT framework and its underlying principles, provide an in-depth literature review on its application and impact on student learning, and conceptualize ways it can be applied in the context of information literacy instruction.