The goal of the "Best Practices Initiative: Characteristics of Programs of Information Literacy that Illustrate Best Practices," undertaken by the Association of College and Research Libraries' Institute for Information Literacy is to systematically identify and test the key elements essential for a successful institutionally supported information literacy program. Phase One of the three-part program was a conceptual phase in which the challenge was to develop a set of characteristics that, at least theoretically, should be present in all successful instruction programs. The end result of the process was the publication of "Working Edition of Best Practices" (March 2001), which identifies 10 categories of best practices that should be considered in assessing an academic information literacy program. Three of the characteristics deal directly with issues of program design and delivery. The focus of this paper is on examining these categories and characteristics in relation only to the librarian-as-teacher. The first of these librarian-as-teacher categories is "articulation with the curriculum." The second best is "collaboration with classroom faculty." The third and final best practice is focused on "pedagogy." (AEF)