This paper reports a practice-based study of the enactment of information literacy (IL) in a network of interdisciplinary PhD students. Previous research on this topic is scarce. The empirical material was produced through semi-structured interviews and work-place visits. It is concluded that the enactment of IL in the practice under study is a collectively sustained project that unfolds in dialogue with others and through interaction with material objects. This process comprises activities such as participation in seminars and conferences, which offer opportunities for discussions about work in progress, and is situated in socio-material practices shaped by historically developed conceptions of what it means to be an interdisciplinary researcher.