Revisiting Metacognition and Metaliteracy in the ACRL Framework

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ID: 70867
2017
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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.
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fulkerson2017revisitingcommunications Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Fulkerson, Diane M.;Ariew, Susan Andriette;Jacobson, Trudi E.;
Journal communications in information literacy
Year 2017
DOI
DOI not found
URL
http://archives.pdx.edu/ds/psu/22335
Keywords
Education Medicine (General) sports education (general) special aspects of education mathematics bibliography. library science. information resources information resources (general)

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