The results showed that the mean scores obtained by the LIS freshman students(insemester two)in core competencies of information technology and computerliteracywerelowerthan thetotalmean(i.e.27);however,probablybecauseofconductededucationintheirrespected universities,higher-levelstudentshadbettermeanscores.Therewasasignificantdifference between mean scores of eighth-andsecond-semesterstudents’corecompetencies.Findings by Chan-Lin (2009) showed that there was no meaningful distinction between computer literacy of first-, second-, third- and fourth-year students and those students keep the computer literacy and experience they had when entering the university. However, the findingsofthisstudyshowedthatcomputerliteracyofmostfirst-yearstudentsislowand thattheircomputerliteracywillmeaningfullyincreasebetweensecondandeighthsemesters oftheir education.The reason behind this increase in generic competency can be found in two places.First is the fact that information technology is presented as a separatepartofthe curriculum of bachelor level courses for librarianship and information science which includesthethree-credit courses of“Word processing”(Persian and English)and “Principals of computer science”, and the two-credit course of “Introduction to information and communication technologies”. The second reason is the in corporation of information technology in most courses and setting computer literacy as their common goal.