Although information literacy instruction seldom addresses academic reading, strong reading skills are paramount to successful research. This study aims to explore faculty perspectives on first-year students' reading behaviors and to discover their perceptions of prevalent challenges to student reading as well as interventions used to teach reading. The researchers analyze reading interventions through the lens of constructivism, which holds that learners use their previous knowledge as a foundation and build on it new things that they learn. The article highlights pedagogies targeting both the cognitive domain, which involves mental skills and the acquisition of knowledge, and the affective domain, which concerns feelings, emotions, and attitudes. It offers practical insights to librarians for expanding information literacy instruction and partnerships to strengthen student reading skills.