This research faces the challenge of presenting to teachers involved in education-training of information professionals alternative paths for the formation of this professional. Building on the theoretical framework of the emerging scientific paradigm it proposes to investigate the innovative projects adopted in the process of training of information professionals, and teaching with research as the main indicator to characterize such innovations. We also use a predominantly qualitative approach which enables more detailed and meaningful analysis. The results obtained show that teachers in general show concern and interest in linking teaching and research, recognizing research as a major generator of knowledge construction. Testimonies reveal that teachers favor the articulation of education through research, make references to the research they perform and their results are used in their teaching methodology. However, all this movement is not enough to represent a paradigmatic rupture in the process of teaching and learning in the areas of Library and Information Science.