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The proposal argues that higher education must expand information literacy beyond earlier standards by including interactive creation and sharing of digital materials, whether original or repurposed. A metacognitive component drives continuous reflection on one’s own thinking and literacy development in fluid, networked spaces. The framework expands competencies for adapting to emerging technologies and for supporting empowerment and critical thinking through independent and collaborative information production and distribution.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflecting-on-the-standards-volume-7-issue-2-proposing-a-metaliteracy-model-to-redefine-information-literacy/598771/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflecting-on-the-standards-volume-7-issue-2-proposing-a-metaliteracy-model-to-redefine-information-literacy/598771.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the metaliteracy model add to traditional information literacy?","Question",{"text":112,"@type":113},"It expands information literacy to include social media, online communities, and open learning as central concerns, emphasizing creative production and sharing of original and repurposed digital materials.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the model encourage learners to develop over time?",{"text":117,"@type":113},"It includes a metacognitive component that prompts continuous reflection on learners’ own thinking and literacy development within fluid, networked spaces.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are metacognitive and critical thinking abilities important in the proposed framework?",{"text":121,"@type":113},"The approach supports learners to adapt to evolving media landscapes while strengthening critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598771,1792209433,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 7, Issue 2, 2013  \nREFLECTING ON THE STANDARDS [ARTICLE]  \nPROPOSING A METALITERACY MODEL TOREDEFINE INFORMATION LITERACY  \nTrudi E. Jacobson University at Albany  \nThomas P. Mackey SUNY Empire State College  \nABSTRACT  \nMetaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities. At this critical time in higher education, an expansion of the original definition of information literacy is required to include the interactive production and sharing of original and repurposed digital materials. Metaliteracy provides an overarching and unifying framework that builds on the core information literacy competencies while addressing the revolutionary changes in how learners communicate, create, and distribute information in participatory environments. Central to the metaliteracy model is a metacognitive component that encourages learners to continuously reflect on their own thinking and literacy development in these fluid and networked spaces. This approach leads to expanded competencies for adapting to the ongoing changes in emerging technologies and for advancing critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.  \nJacobson & Mackey, Proposing a Metaliteracy Model Communications in Information Literacy 7(2), 2013  \nThe work of the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education Task Force reflects an impetus for change that has been building steadily. The information environment has altered so dramatically in the last decade that earlier attempts to codify what it means to be information literate are no longer sufficient. This has led to recent increased activity in the realm of information literacy-related models, standards, and learning objectives. The year 2011 alone saw the publication of Society of College, National and University Libraries’ (SCONUL’s) revised Seven Pillars of Information Literacy; the United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) Media and Information Literacy Curriculum for Teachers (2011); ACRL’s Visual Literacy Competency Standards for Higher Education; A New Curriculum for Information Literacy (Secker & Coonan, 2011); Townsend, Brunetti, and Hofer’s“Information Literacy and Threshold Concepts” article (2011), and the authors’article “Reframing Information Literacy as a Metaliteracy,”(Mackey & Jacobson, 2011), which proposed a collaborative and metacognitive model emanating from and building upon information literacy.  \nMetaliteracy is especially relevant to this discussion because it expands the standard conception of information literacy to include social media, online communities, and open learning as central concerns. The original information literacy standards implied that learners would use technology and synthesize information in original academic expressions. Metaliteracy, however, makes the connection to technology more overt than did the original definition by promoting the creative production and sharing of information through collaborative social media. This is  \nan expanded framework for information literacy that incorporates a metacognitive perspective, encouraging learners to think about their own thinking and to continuously reflect on their experiences in these environments. This approach supports individuals to think about their own literacy as well, especially within the context of emerging technologies and open spaces for teaching and learning. In so doing, the learner is empowered to adapt and change to evolving media landscapes while gaining a critical thinking perspective that is core to the original information literacy definition.  \nAs part of this new model, metaliteracy provides a unifying and overarching construct for related literacy types. Rather than arguing for discret","cbCaifQImmujBZ1Y","https://ap.wps.com/l/cbCaifQImmujBZ1Y","pdf",490277,"English","# Reflecting on the Standards\n## Proposing a Metaliteracy Model to Redefine Information Literacy\n## Metaliteracy as an Expanded Information Literacy Framework\n## Metacognitive Reflection and Learner Empowerment\n## Unifying Literacy Types into a Single Model","[{\"question\":\"What does the metaliteracy model add to traditional information literacy?\",\"answer\":\"It expands information literacy to include social media, online communities, and open learning as central concerns, emphasizing creative production and sharing of original and repurposed digital materials.\"},{\"question\":\"How does the model encourage learners to develop over time?\",\"answer\":\"It includes a metacognitive component that prompts continuous reflection on learners’ own thinking and literacy development within fluid, networked spaces.\"},{\"question\":\"Why are metacognitive and critical thinking abilities important in the proposed framework?\",\"answer\":\"The approach supports learners to adapt to evolving media landscapes while strengthening critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.\"}]","Reflecting on the Standards - Volume 7 - Issue 2 - Proposing a Metaliteracy Model to Redefine Information Literacy | PDF",1792087570]