An emphasis on instruction has been growing in libraries as a result of the cumbersome amount of information that is produced and available globally. This, coupled with the growing diverse student populations and the demand for higher education, has created the need for students entering the workforce who can think critically, adapt quickly and effortlessly to change, solve problems, and connect previous knowledge with new concepts in order to create meaningful solutions and relationships that are important to lifelong learning. The purpose of this mixed-method study included the following areas: to explore current information about literacy instructional strategies and the use of 21st century technology used for instruction in postsecondary academic libraries; secondly, to explore assessment practices used to assess student understanding and information literacy learning outcomes; and finally, to better understand expert librarians' perceptions of how to improve the processes and technology that will enhance learning. This study applied the Delphi Technique utilizing 21 expert librarian panelists in a Southeastern state college system. Results of this study indicated that current practices and perceptions of expert librarians for information literacy instruction and assessment are currently traditionally based on independent one-shot face-to-face information literacy sessions, credit-bearing courses, or face-to-face orientations for instruction and assessment. Online instructional strategies and assessment practices were rated as important themes, but were not ranked as top or second to the top priority for current practices. In addition, results of the study inferred that librarians and faculty must work together to build relationships for better information literacy integration into the college curriculum. Expanding information literacy instruction and assessment into the college curriculum and utilizing 21st century technology tools so that all students learn to be information literate in a progressive learning environment will better prepare college students for global communication, the workforce, and lifelong learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]