This study examined the perceptions of Connecticut librarians at the secondary and post-secondary education levels regarding Information Literacy (IL) resources and instruction at the two levels; the competencies of their high school seniors and university/college first-year students; their familiarity with their respective institutions' IL outreach efforts, and their use of the professional association's "Blueprint for Collaboration." The study examined the expectations of librarians at the Connecticut State College and University (ConnSCU) libraries regarding incoming students' information literacy competencies and the instructional priorities of public high school librarians. Surveys and discussions revealed a landscape of generally well-equipped libraries that could be expected to adequately foster information literacy skills in Connecticut public high school students. Education policy makers are not using a central resource--the high school librarian--to accomplish the IL goals that are embedded in the Common Core curriculum adopted by the State of Connecticut, nor have they sought librarian participation on Connecticut's P-20 Council. College and university expectations and high school instruction are not aligned in Connecticut and seem not to be informed by professional association standards. Student success may be improved at every level with cooperative efforts between public colleges and universities and high schools, led by librarians and targeted at teachers and administrators in both tiers. [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.]