It is equally important to measure and document personal experiences that directly contribute to
the development of information literate individuals, such as specific indicators that capture the quality
of the learning environment, the learner’s self-assessment of skills and instruction/learning satisfaction
ratings. The most common approach of assessing students’ information literacy or information skills is
by means of questionnaires or multiple-choice tests (Greer, Weston, & Alm, 1991; etc.). They are
useful for testing large numbers of people and are quick to administer and analyze (Astin, 1993).