This study measures the impact of authenticity - the operation of one's true self in one's daily activities - on student engagement and learning in one specific library context, information literacy instruction for English 105 classes at the House Undergraduate Library at the University of North Carolina at Chapel Hill. A classroom modeling exercise was developed to help students choose authentic topics of interest. Students then filled out a questionnaire to assess whether choosing authentic topics led to (a) increased engagement and (b) increased learning according to ACRL information literacy standards. The data collected shows that the exercise successfully helped students choose authentic topics and that these students' motivation to learn was higher than students in the control group. Students in the experimental group also on average rated their learning of ACRL information literacy standards higher than students in the control group. The study provides initial evidence for the positive impact authenticity can have on student motivation and learning in the context of information literacy instruction.