In each category of the questionnaire, the survey questions served as modes of measurement of information
literacy and these parts, when pieced together, form and construct the picture of an information
literate person. The deliberate ‘messing up’ of these questions was to better facilitate the selfassessment
process in the students as the categories chosen mapped their research experience. In addition,
the assessment would be a more reliable indicator of the development of information literacy
because the students would be more spontaneous in rating themselves rather than to give a consciousbias
response.