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This investigation uses interview data on student conceptions of and experiences with interacting with information. In addition, student scores on the Information Literacy Test (ILT) provide data that allow for comparison of student perceptions to their level of information literacy as measured by a standardized test. A relational approach, informed by competency theory and the imposed query model, provide the framework for the study design and interpretation of the data. Findings reveal a general view of information literacy focused on product rather than process, a perception of achieving information skills on their own, a preference for people over other information sources, and an emphasis on personal interest as key to successful information seeking. [ABSTRACT FROM AUTHOR]