Revisiting Metacognition and Metaliteracy in the ACRL Framework

Authors

Diane M. Fulkerson, University of South Florida, SarasotaFollow
Susan Andriette Ariew, University of South FloridaFollow
Trudi E. Jacobson, University at Albany, SUNYFollow

Author ORCID Identifier

Trudi E. Jacobson: 0000-0001-8444-276X

Document Type

Article

Publication Date

2017

DOI

10.15760/comminfolit.2017.11.1.45

Abstract

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 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.

Comments

This is the is the publisher's PDF of the following article: Fulkerson, D.M., Ariew, S.A., & Jacobson, T.E. (2017). Revisiting metacognition and metaliteracy in the ACRL Framework. Communications in Information Literacy 11(1), 21- 41. https://doi.org/10.15760/comminfolit.2017.11.1.45

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Recommended Citation

Fulkerson, Diane M.; Ariew, Susan Andriette; and Jacobson, Trudi E., "Revisiting Metacognition and Metaliteracy in the ACRL Framework" (2017). University Libraries Faculty Scholarship. 114.
https://scholarsarchive.library.albany.edu/ulib_fac_scholar/114