The development of the "information society" or "information age" creates a global context for instruction in information skills. Ensuring that students have skill in handling, understanding, and producing information is increasingly considered a vital educational goal. This paper reviews the literature on information literacy, focusing on the common elements and aspects of information skill sequences and components. The nature of information skills as presented in New Zealand curriculum documents is reviewed and evaluated against international trends. Possible implications for assessment and education are examined. Tables/figures include: (1) sample definitions: sequential stages; (2) sample non-stage definitions of information literacy; (3)information literacy phases and attributes; information literacy components; (4) psychological domains of information literacy; relationship of New Zealand curriculum framework essential skills to information literacy; (5) achievement objectives for information processing; and (6) development framework for measurement and assessment: information skills-cognitive and affective. (Author/AEF)