The purpose of this study was to explore and investigate the ways faculty at the School of Information and Library Science at the University of North Carolina, obtain information to support their teaching tasks. Information and Library Science faculty at the University of North Carolina were chosen as the population for this study. The study matched the various networked information sources and services, faculty use, for different teaching activities or tasks they perform, in order to answer the following two questions: (1) What are the types of information sources, the faculty consult to support their teaching activities / tasks? (2) To what degree does each faculty member depend on different information sources? The study matched the basic teaching tasks of Information and Science faculty with different networked information sources to determine to what degree they depend on each source. Two hypothesis were addressed: (1) There will be a difference in the sources used to perform the basic teaching tasks or activities according to faculty rank, and gender; and (2) The degree to which faculty depend on Networked Information Sources electronic sources will differ across the teaching tasks/activities, as follows: (A) They will depend more on electronic mails for teaching tasks than News groups (Approved); (B) They will depend more on electronic journals for teaching tasks than electronic archives (Approved); (C) They will depend more on electronic databases for teaching tasks than Internet directories and Search Engines (Disapproved.) Three appendixes include: (1) Formal Email; (2) Paper-Based Questionnaire; and (3) Web-Based Questionnaire. (Contains 10 figures, 10 tables, and 1 footnote.) [For Original report of this study see ED498930.]