Due to the complexity of the teacher professional development in information literacy, this study adopted the systems approach. Three stages were identified in the process of the teacher professional development, namely the pre-service stage, the practicing stage, and the in-service stage. The characteristics of each developmental stage were described, and the content of information literacy was outlined. Consequently the developmental needs and goals are analyzed for each stage. The corresponding principles and specific ways to attain the goals are provided at the end of the paper.