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This Canadian-based survey research study investigates the information literacy (IL) instruction practices, attitudes and perceptions of university faculty at York University. Findings are based on results from an online survey distributed to all full-time faculty (1,451 in total) with a response rate of 15.2%. The value of this paper lies first in its contribution to a field of enquiry where a research deficit has been identified especially in terms of survey-based studies that have been conducted in the last five years and qualitative research studies, in general. In other words few studies in the library literature investigate faculty perceptions and experiences of IL. Second, it contributes to IL research and practice by both synthesising and corroborating some of the findings of earlier studies of a similar nature and establishes that many faculty attitudes and practices regarding IL instruction have remained relatively constant over time. They show evidence of a strong and enduring faculty belief in the value of solid student IL proficiencies; concerns that these competencies fall below desired standards; the view that IL instruction is beneficial; and evidence of disconnections between expressed beliefs and actual IL practice. Third, this study builds on what is already known by uncovering disciplinary differences in faculty opinions and practices in the domain of IL instruction and by providing insights on how perceptions and rankings of different types of IL competencies among faculty are evolving and changing in an increasingly web-based information universe. [ABSTRACT FROM AUTHOR]