While some institutions of higher education have initiated policies that allow the use of GenAI in some capacity, training instructors and students on its use for educational purposes is still in its infancy. This paper is an attempt to adapt to the current environment in which students use GenAI to assist in their writing tasks by integrating the ACRL Information Literacy Frameworks with Bloom’s Taxonomy for prompt engineering. The result is a redesigning of Bloom’s Taxonomy for the use of GenAI in university research writing that imbeds information literacy skills that have been advanced by librarians since the coming of the information age. This conceptual paper puts forth a rationale and theoretical framework that will serve as the basis for a broader research project involving matching writing course learning objectives to student prompt engineering strategies. It is our hope as the authors that similar research can be conducted at various institutions of higher learning, prompts gathered, shared and subsequently used to train instructors and students on prompt engineering strategies suitable for student learning and assessment.