Revisiting Metacognition and Metaliteracy in the ACRL Framework

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.

Making the Invisible Visible: Enhancing Information Literacy and Metacognition with a Constructivist Activity

“…The current project aimed to promote students' IL development by encouraging metacognitive practice and to make more visible to students the connection between IL and metacognition. Past literature has noted the importance of guiding students through the process of reflection as they might not be aware of their own skills or be able to articulate their thinking process (Fulkerson et al, 2017;Whitver & Riesen, 2019). By implementing a constructivist activity in an introduction to psychology course and through thematic coding of students' own responses, there was an increased visibility of students' IL skills through the work of metacognitive practice.…”

“…The Framework offers six core IL concepts, or frames, related to the information ecosystem: Authority is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Scholarship as Conversation, and Searching as Strategic Exploration. The integral nature of metacognition in IL learning is both explicit and implicit in the Framework (ACRL, 2015;Fulkerson et al, 2017). The IL work described in this article focuses on developing students' understanding of information evaluation, an aspect of IL informed by the Authority is Constructed and Contextual frame.…”

“…Scholars have emphasized the importance of teaching these skills in the classroom (Hepworth & Walton, 2009;Wiebe, 2016); however, the literature suggests that it can be challenging for instructors to know if their assignments are effectively fostering students' development of these skills (Fulkerson, Ariew, & Jacobson, 2017). This article explores how using a constructivist pedagogy can increase the visibility of the connection between metacognition and IL for students and educators to promote teaching and learning.…”

Initial Development of the Perception of Information Literacy Scale (PILS)

“…Guiding students to reflect on their own IL understandings may also support the important metacognitive process of self-assessment and adjustment/growth in their practice (Fulkerson, Ariew, & Jacobson, 2017;McKinney & Sen, 2012;Sen & McKinney, 2014). The results of self-assessment tools may be particularly powerful for learning when paired with skills-based IL assessment results; students can compare and reflect on their perceived skill level and demonstrated skills.…”

Metahabilidades en información y evolución conceptual en la educación virtual

“…Lo anterior con la finalidad de desarrollar actividades académicas en conjunto que apoyen la investigación a través de una exploración adecuada de las fuentes de información más relevantes (Ángel, 2016). Es aquí, precisamente, en donde se explora la utilidad del desarrollo de las metahabilidades en información (MTHI) como una estrategia para la educación científica en estudiantes de orden superior en su primer año de ingreso, durante su carrera y el posgrado (Fulkerson, Ariew y Jacobson, 2017;Majetic y Pellegrino, 2014).…”