Information and communication technologies (ICTs) are a diverse set of technological tools and resources used for creating, storing, managing and communicating information. For educational purposes ICTs can be used to support teaching and learning as well as research activities including collaborative learning and inquiry. They enable collaborations between faculties and universities in widely separated locations. There has been substantial discussion regarding the preparation of the university staff in terms of information technology (IT). While IT holds the promise of increased productivity, this promise is not realized due to the limited abilities of professionals to make use of IT. For Iranian higher education community also, access to ICT skills and competencies thus becomes a matter of critical importance for all academics that seek to become viable and effective in training its students, producing and disseminating knowledge, and preparing the next generation of citizens with adequate skills and the capacity to ensure national growth and economic development. For this reason ICT needs assessment and facilitating its use among Iranian Academics is one the most important concerns for all university managers in Iran.
This paper, as a part of doctoral dissertation; is focused on the following sections:

•ICT and related concepts(ITL, ICTL, IL
•Place of ICT Literacy in higher education
•IT Acquisition approaches and models
•IT skills (fluency) as a base for ICT literacy assessment
•ICT literacy assessment concepts (assessment, ICT assessment…)
•Assessment of ICT Skills: Methods and Techniques
•Challenges and future concerns and trends
•The conceptual framework of ICT literacy assessment of academics
(Whom: target group, Skills, Competencies, Background theory, Method s of assessment
Why (Rational), When, Where?)