Subjects
Information Literacy Framework; metacognition; metaliteracy
Document Type
Perspective
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.
DOI
10.15760/comminfolit.2017.11.1.45
Downloads prior to this publication
489
Persistent Identifier
http://archives.pdx.edu/ds/psu/22335
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
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