This presentation showcases how a social science librarian successfully combines active learning with educational technology to incorporate the Framework for Information Literacy in library instruction. The presenter was repeatedly frustrated with providing unengaging library instruction to bored students who were unable to make the connection between library resources, course assignments, and their topics. This frustration was a catalyst to evolve beyond the traditional, passive point-and-click library database demonstrations using canned search examples. The presentation outlines how to move beyond ineffective past instructional practices by utilizing Google Slides to serve as both the lecture material and as an interactive digital worksheet. These digital worksheets dramatically transformed the presenter's library instruction by increasing active learning and facilitating meaningful conversations with students on the different facets of the Framework for Information Literacy. These worksheets bridge the gap between abstract knowledge and practical application by underscoring the importance of library instruction and resources for students, who actively engage with the literature of their individual topics during class. Having students explore elements of the Framework in the context of their own research topic empowers them to apply these concepts to their own research process. This innovative approach to library instruction enriches the learning experience and empowers students to take a more proactive role in their research process. Using digital worksheets in library instruction has led to students leaving an instruction session having discovered existing literature on their topic, explored relevant databases, identified keywords and related concepts to their topic, and at times, better refined research topics.