This document presents the first phase of a province-wide study which explored the knowledge and use of instructional development on the part of teacher-librarians in the formal school system. The instrument was a written questionnaire with three sections. Seventeen specific instructional development tasks and/or competency areas were derived from the 1982 "Association for Educational Communications and Technology (AECT) Task Force on Instructional Development Certification Report." Participants were asked to respond on three scales: knowledge of the task and/or competency, importance of the task to their role, and frequency of use of the task. A short attitude scale was used to establish participants' level of instructional development along a functional-to-conceptual continuum. Participants exhibited consistency in that task, and skill areas selected by the greatest number on the feelings of competency scale were also those deemed important and those used frequently by the largest percentage. Similarly, task and skill areas in which the fewest felt competent were also those deemed less important and those seldom used. Overall, teacher-librarians in the Newfoundland school system are knowledgeable about instructional development and employ instructional development strategies, at least at the functional level, in their roles. Data are presented in 10 tables. (19 references) (GL)