[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598949-105":59,"doc-detail-598949-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","revisiting-metacognition-and-metaliteracy-in-the-acrl-framework","Revisiting Metacognition and Metaliteracy in the ACRL Framework","","Early drafts of the ACRL Framework for Higher Education used metaliteracy and metacognition as guiding principles, aligning information literacy with students’ roles as creators and active participants in research and scholarship. The authors argue that later revisions reduced these concepts, weakening the Framework’s value as a teaching tool. The article emphasizes why metaliteracy and metacognition remain essential for information literacy today and why the Framework’s language should revisit them.",{"@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/revisiting-metacognition-and-metaliteracy-in-the-acrl-framework/598949/",{"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/revisiting-metacognition-and-metaliteracy-in-the-acrl-framework/598949.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do the authors revisit metacognition and metaliteracy in the ACRL Framework?","Question",{"text":112,"@type":113},"They argue that later revisions diminished these concepts, reducing the Framework’s usefulness as a teaching tool.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role did metacognition and metaliteracy play in early drafts of the ACRL Framework?",{"text":117,"@type":113},"They served as guiding principles that reflected students’ roles as creators and participants in research and scholarship.",{"name":119,"@type":110,"acceptedAnswer":120},"How is metaliteracy connected to information literacy development in the article?",{"text":121,"@type":113},"The article describes metaliteracy as a literacy developed by Mackey and Jacobson that influenced the ACRL Information Literacy Framework for Higher Education.","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},598949,1792165620,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Revisiting Metacognition and Metaliteracy in the ACRL  \nFramework  \nDiane M. Fulkerson, University of South Florida, Sarasota Susan Andriette Ariew, University of South Florida Trudi E. Jacobson, University at Albany, SUNY  \nAbstract  \nIn the early drafts ofthe 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.  \nKeywords: Information Literacy Framework; metacognition; metaliteracy  \nPerspectives edited by Carolyn Gamtso  \nFulkerson, D.M., Ariew, S.A., & Jacobson, T.E. (2017). Revisiting metacognition and metaliteracy in the ACRL Framework. Communications in Information Literacy 11(1), 21- 41.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors'copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BYNC-SA 4 .0) .  \nRevisiting Metacognition and Metaliteracy in the ACRL  \nFramework  \nIntroduction  \nWhen the first draft of the ACRL Information Literacy Framework for Higher Education was released in 2014, it clearly was an entirely new conception meant to replace, rather than revise, the ACRL Information Literacy Competency Standards for Higher Education (2000) . In Appendix I of that draft, the Information Literacy Competency Standards for Higher Education Task Force outlined a total paradigm shift based on threshold concepts and metaliteracy. Information literacy was now envisaged through the lens of six threshold concepts, defined as “gateway or portal concepts within a discipline, profession, or knowledge domain”(ACRL, February 2014). Metaliteracy contributed emphases on metacognition and the importance of students understanding and fulfilling their roles as information creators and participants in research and scholarship. Metacognition’s important role was noted: A “ [g]reater need for sense-making and metacognition in a fragmented complex information environment requires the ability to understand and navigate this environment holistically, focusing on intersections” (ACRL, 2014) . These pedagogical constructs—threshold concepts, metaliteracy, and metacognition—were some of the ideas included in the new document that were unfamiliar to many library practitioners.  \nThe subsequent online discussions and revisions to the Framework tell an interesting story about its reception and, in particular, the reaction to threshold concepts, metaliteracy and metacognition as fundamental to teaching information literacy. The authors contend that the diminution of metacognition and metaliteracy in subsequent drafts resulted in adiminishment of the Framework’s usefulness as a teaching tool. This article revisits metaliteracy and metacognition to determine how these concepts have the potential to impact information literacy pedagogy and student suc","cbCaipojKYzGfSY2","https://ap.wps.com/l/cbCaipojKYzGfSY2","pdf",213959,21,"English","# Abstract\n# Introduction\n# Metaliteracy","[{\"question\":\"Why do the authors revisit metacognition and metaliteracy in the ACRL Framework?\",\"answer\":\"They argue that later revisions diminished these concepts, reducing the Framework’s usefulness as a teaching tool.\"},{\"question\":\"What role did metacognition and metaliteracy play in early drafts of the ACRL Framework?\",\"answer\":\"They served as guiding principles that reflected students’ roles as creators and participants in research and scholarship.\"},{\"question\":\"How is metaliteracy connected to information literacy development in the article?\",\"answer\":\"The article describes metaliteracy as a literacy developed by Mackey and Jacobson that influenced the ACRL Information Literacy Framework for Higher Education.\"}]","Revisiting Metacognition and Metaliteracy in the ACRL Framework | PDF",1792087901,53]