This paper presents the results and implications of a quantitative and qualitative investigation into the information literacy of college faculty members who did or did not receive instruction at the Main Campus of New Mexico State University and two of its branch community colleges. Of several factors that were suspected to relate to faculty information literacy, only frequency of visits to the library, comfort with computers, comfort with the library, and self-assessment of overall library research competence were found to have statistically significant relationships with information literacy. In general, faculty demonstrated strong competence in information literacy. The paper discusses elements of faculty culture documented in the literature and substantiated in the study. These elements may inhibit faculty from developing students' information literacy and from enhancing their own. The paper recommends ways for librarians and faculty to collaborate, in order to foster information literacy in themselves and in students. (Contains 28 references.) (Author/AEF)