This comparison seeks to determine if the three documents addressing information literacy skills and competence developed by professional library associations for postsecondary education in four predominantly English-speaking countries--the United Kingdom, the United States, Australia, and New Zealand--have similar or varying conceptions of information literacy. In a globalized society, postsecondary institutions not only prepare students to live and work within local, regional, or national contexts but also equip them to function in a global society. If conceptions of information literacy vary between countries, then graduates might not be well prepared to function successfully within this global society.