Multilateral Relationship between Information Literacy, Self-Concept and Metacognitive Ability

Abstract

This study examined information literacy, metacognitive abilities and selfconcept capabilities. The evaluation of this research indicated that self-concept is the totality of psychological, emotional, psychosomatic and mental development that provide confidence to individual in the ability to search, use, appraise and assess information resources, which are critical qualities needed to enable information literacy; an individual needs to be conscious and develop aptitude to identify useful information. Metacognitive ability is important because of the age of information overload which an individual is overwhelmed with which signified that information available is exceeding processing capacity of an average individual. Accordingly, once information overload ensues, it is possible that a decrease or decline in quality of decision-making will happen. In view of this, metacognitive ability becomes necessary in order to equip people with the critical ability to contemplate rigorously before action is taken. The objective of this research is to embark on content analysis of the subject matter of information literacy, metacognitive abilities and self-concept in which existing research was thoroughly evaluated in order to identify gap in research and bring out new knowledge. This research uses qualitative content analysis as a method of data collection in which existing journals and other information resources were evaluated. Research has been silenced on the triangular relationship of metacognitive ability, self-concept and information literacy, that is, the gap this research attempt to bridge.

Evaluación no autoperceptiva de la competencia informacional docente universitaria

“…Es importante evidenciar que de los trece estudios que finalmente sí se enfocan en la competencia informacional docente y que proponen instrumentos de evaluación, nueve están primordialmente diseñados desde una perspectiva de la autopercepción (Durodolu, 2018;Habibzadeh & Abdolrahmani, 2020;Maharana & Mishra, 2007;Malik et al, 2021;Pérez et al, 2017;Rafique, 2014;Rueda Tamayo & Meneses Placeres, 2021;Serafim & Araújo Freire, 2016;Wickramanayake, 2010), y dos (Hazrati et al, 2013;Osman et al, 2021) carecen de claridad en sus descripciones, lo que imposibilita afirmar si su enfoque es de esta naturaleza u otra. Estos dos casos no especifican el modo en que se construye el instrumento que utilizan ni tampoco lo muestran.…”

“…Cuatro de los recursos se orientan únicamente a una característica o habilidad concreta de este conjunto de competencias, por ejemplo, uno mide primordialmente el uso del catálogo (Osman et al, 2021), otro solo se enfoca exclusivamente en docentes bibliotecarios (Durodolu, 2018), y dos solo buscan identificar necesidades de capacitación (Maharana & Mishra, 2007;Osman et al, 2021).…”

“…Seis de los estudios que se presentan desde la mirada de la autopercepción no incluyen los instrumentos en el trabajo, o no es claro el proceso que siguieron para su construcción (Durodolu, 2018;Habibzadeh & Abdolrahmani, 2020;Zelada Pérez & Valcárcel Izquierdo, 2020;Maharana & Mishra, 2007;Pérez et al, 2017;Rafique, 2014).…”

dynamics of digital banking adoption: Insights from Iran's context on marketing strategies and personal competence

“…The Technology Acceptance Model (TAM), a seminal framework in the realm of technology adoption, places significant emphasis on two key constructs: perceived ease of use and perceived usefulness (Durodolu & Ngoaketsi, 2019). These constructs, which are integral to individuals' decision-making processes regarding technology adoption, offer valuable insights into the factors influencing user behavior and attitudes toward technology.…”