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This study investigated methods employed by academic librarians for teaching information literacy instruction in Federal Colleges of Education in the North-West Geo-Political Zone of Nigeria. Quantitative research methodology and cross-sectional survey research method were adopted using the total enumeration sampling technique, as the entire population served as the sample and was given closed-ended questionnaires. A self-developed closed ended questionnaire of Association of College and Research Libraries (2015) Framework for Information Literacy for Higher Education Standards and Julien et al. (2018, College & Research Libraries, 79(2), 179-200) Survey of Information Literacy Instruction Practices in U.S. Academic Libraries was used to collect data from the respondents who engage in teaching responsibilities. Data collected were analysed using descriptive statistics of frequency distribution tables, percentage, mean, and standard deviation. The findings revealed that traditional Lecture Instruction in Subject Classes and Curriculum Course Modules were the main methods employed for teaching information Literacy Instruction in the Federal Colleges of Education in the North-West Geo-Political Zone of Nigeria. Based on the findings from the study, it recommends the need for academic librarians to employ individualized instruction (one-on-one) and hands-on instruction, teaching practicum as a methodology for teaching information literacy for the development of critical thinking skills among information users.