Computer-related skills are considered as an important condition for successful problem-solving in educational and workplace settings. A multi-faceted construct of Information and Communication Technology literacy (ICT literacy) is needed to address the competent, responsible and critical handling of information- and communication technology. This study focuses on the theoretical and empirical fundamentals of two major facets of ICT literacy, namely accessing information and evaluating information. The ICT literacy facet 'access' is defined as the skill and speed to use basic interaction functions of graphical user interfaces of computers to access, collect, and provide information (see Goldhammer, Naumann, & Pfaff, in preparation). 'Evaluate' refers to the cognitive skill to efficiently make judgements about the quality of online-information using structural and message features of a website (cf. Hong, 2006). We look at new approaches to measure these skills taking into account not only accuracy, but also efficiency of task engagement. The psychometric properties of the two scales are investigated as well as their validity following a nomological network approach. First results indicate that the ‘access’ and ‘evaluate’ scales appear to provide a reliable measure of persons’ ability and speed with respect to these two dimensions of ICT literacy.