The field of academic librarianship is constantly shifting and librarians need to make sure they are prepared for these changes. The goal of this article is to describe the importance of professional development (PD), explain the crucial role library administrators' serve in supporting PD, present characteristics of PD best practices, and offer examples of PD models that incorporate best practices. Given the documented benefits of PD, library administrators need to actively support and encourage librarians to engage in these activities.

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This study explored faculty perceptions of librarian-led information literacy instruction using Interpretative Phenomenological Analysis. Semi-structured interviews were conducted with six faculty who taught undergraduate general education courses. The emergent theme of this study was that faculty believe their role in teaching information literacy differs from librarians. The participants thought faculty were responsible for teaching information literacy through direct instruction and assigning course work, while the librarians were responsible for teaching the research process. This study suggests that there are opportunities for librarians to assess further how faculty incorporate information literacy concepts into their classrooms.

This study explored how undergraduate faculty made sense of librarian-led information literacy instruction. Semi-structured interviews were conducted with six undergraduate faculty that taught at least two sections of a general education course at Woodlawn College. Interpretative Phenomenological Analysis (IPA) was used to analyze transcripts and identify four superordinate themes and twelve subthemes. The four superordinate themes that emerged from the transcripts were 1) faculty understand the concept of information literacy in similar ways to library professionals, 2) faculty believe there are distinctive roles librarians and faculty play in teaching students information literacy, 3) faculty have a positive perception of librarian-led information literacy instruction, and 4) faculty encountered challenges with librarian-led information literacy instruction. This study suggests that there are opportunities for librarians to further assess how faculty incorporate information literacy, what role they believe librarians serve in promoting information literacy, and how they would integrate information literacy concepts into their classroom.