information literacy instruction, classroom assessment, faculty development, reflection, reflective practice
Information literacy and metacognition have long histories of addressing the same concerns: how people think about and evaluate what they have learned. By exploring research from the library science and cognitive psychology fields, this article highlights how these two concepts are related and how that relationship can be made more explicit in the way librarians talk about and teach information literacy.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
McCoy, E. J. (2022). Teaching and Assessment of Metacognition in the Information Literacy Classroom. Communications in Information Literacy, 16 (1), 42–52. https://doi.org/10.15760/comminfolit.2022.16.1.5