Author ORCID Identifier

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

Document Type


Publication Date





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.


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.

Creative Commons License

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



Terms of Use

This article is made available under the Scholars Archive Terms of Use.