Revisiting Metacognition and Metaliteracy in the ACRL Framework

Diane Fulkerson, Susan Ariew, Trudi Jacobson
2017 Communications in Information Literacy  
In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students' roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document's usefulness as a teaching tool. This article
more » ... tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these concepts are critical to information literacy today, and that the language of these concepts should be revisited in the language of the Framework. Certainly, metacognition and metaliteracy should be included in pedagogical strategies submitted to the newly launched ACRL Framework for Information Literacy Sandbox. Conversations about the need for new types of literacies or expanded conceptions of existing literacies were particularly lively in the first decade of the 21st century, reflecting a dramatically altered and increasingly complex information environment that provided more expansive roles for individual agency (Chauvin
doi:10.15760/comminfolit.2017.11.1.45 fatcat:iemjwkt2a5b7pnbgre2sw74mlm