Abstract. There has been much discussion about the content of the new ACRL Framework for Information Literacy for Higher Education. This briefing does not add to that content discussion. Instead, it focuses on how we perceive the framework itself and how that perception might influence the way we use it. I introduce the rhizomatic approach, developed by Deleuze and Guattari in their philosophical study, “A Thousand Plateaus.” In botany, rhizomes grow as a network of roots with no true center. Using features of rhizomatic learning, i.e., connectivity, heterogeneity, multiplicity, asignifying rupture, and cartography as a way to approach the frames, we see how each frame might relate to any others, how information literacy develops and transforms as it passes through various frames, and how the interplay of the frames (not the frames themselves) captures information literacy as a process.