Abstract
We live in the information age where information resources are increasingly available; however, it is now very hard to find high-quality information either in fast and affordable way. It is not enough to be able to use information technologies to find and manage information. An individual should not only be able to critically evaluate information but also be able to apply found information in problem solving. The concept of information literacy was first introduced in 1974 by Paul Zurkowski, as "People trained in the application of information resources to their work can be called information literates" (Behrens, 1994). Recently information literacy had been defined as a set of basic competencies that should be used by everyone (PAG, 2001; Muir & Oppenheim, 2001). However, during recent years discussions about the terms information literacy and information skills, and the nature of the concepts have intensified. For example CILIP in its latest definition of information literacy described as "knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner" (CILIP, 2005). An information literate individual is expected to be an information and information technology adaptable, capable and valuable, with much to contribute.