Learning to find, evaluate and use information is a proxy for student success and a social issue at a time when online information has become at the same time a major economic and a strategic issue. In order to assume both this societal and academic responsibility with regard to students, the university libraries of Rennes, in partnership with undergraduate degree teachers, seized the opportunity provided by the reorganisation of the teaching in the form of “skills curricula” (within the Cursus Ide@l framework) to propose a 25-hour hybrid learning block on information skills. The objective of the team, made up of professionals from different professions (librarians, higher education teachers, teaching engineers) and different institutions (Rennes 1 and Rennes 2 universities, URFIST), is to produce a training course that is partly disciplinary, partly transdisciplinary. This crossing of disciplines and professions is a source of richness but also of complexity and requires each actor to make an additional effort to adapt compared to the transposition of a traditional undergraduate curriculum into a skills curriculum. For its production and updating as well as its animation with students, our curriculum entitled RESOUDRE (Research and Evaluation of Documentary Information) can therefore count on various profiles of contributors to which we must add the student mentors. From a technical point of view, the training is based on Moodle, a free Learning Management System used by all the partners, which should facilitate its future reuse beyond the initial scope. RESOUDRE alternates face-to-face sessions with autonomous sessions. This hybrid mode makes it possible to transform the digital skills acquired during a session with the teacher into habits and attitudes that will change the student's practices in the long term. The digital skills targeted are of two kinds: informational skills used to acquire disciplinary knowledge and digital culture useful to citizens throughout their lives. To date, RESOUDRE exists as a prototype in the form of three Moodle course spaces (one for each year of the degree). Face-to-face courses and self-directed activities are present and documented. The activities related to the discovery of the documentary environment have been tested by hundreds of students at Rennes 1. Additional tests of all the content have been carried out by paid students. Although the initial feedback is encouraging, some questions arise throughout the creation process: how to manage the diversity of student profiles on Moodle for content that is partly transversal? How can the curriculum be integrated into the teaching modules and linked to the work required by the teachers in the third year? It seems that the major challenge and the main asset of the project lie in this still open question: how to get different professions in higher education to cooperate in the construction of a skills curriculum on information skills?