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Drawing on library science and cognitive psychology research, the article explains how these two concepts connect and how librarians can make that relationship clearer in teaching information literacy. The work frames metacognitive attentiveness as central to understanding learning processes that often remain unseen in the classroom.",{"@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/teaching-and-assessment-of-metacognition-in-the-information-literacy-classroom/599358/",{"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/teaching-and-assessment-of-metacognition-in-the-information-literacy-classroom/599358.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the article emphasize between information literacy and metacognition?","Question",{"text":112,"@type":113},"It highlights that both concepts focus on how learners think about and evaluate what they have learned, and that their connection can be made more explicit in information literacy teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is metacognitive attentiveness considered important in the information literacy classroom?",{"text":117,"@type":113},"Because thinking and learning during information literacy work are often “invisible,” metacognitive attentiveness helps make those processes visible and supports evaluation of learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What skills does the article say metacognition involves beyond evaluation?",{"text":121,"@type":113},"It includes evaluation plus strategies for reading and recall, recognizing unhelpful thinking paths, and using “repair” strategies to correct thinking during a learning task.","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},599358,1792165396,{"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":24,"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":41},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Communications in Information Literacy  \n\n| Volume 16  Issue 1 | Article 5 |\n| --- | --- |\n| 6-1-2022\u003Cbr>Teaching and Assessment of Metacognition in the Information Literacy Classroom\u003Cbr>Erin J. McCoy\u003Cbr>Massasoit Community College, [emccoy@massasoit.mass.edu](emccoy@massasoit.mass.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Higher Education Commons, and the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nMcCoy, E. J. (2022) . Teaching and Assessment of Metacognition in the Information Literacy Classroom. Communications in Information Literacy, 16 (1), 42–52 . [https://doi.org/10.15760/](https://doi.org/10.15760/)[ ](https://doi.org/10.15760/)[comminfolit.2022.16.1.5](comminfolit.2022.16.1.5)  \nThis open access Perspective is distributed under the terms of the Creative Commons Attribution-NonCommercialShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nTeaching and Assessment of Metacognition in the Information Literacy Classroom  \nErin J. McCoy, Massasoit Community College  \nAbstract  \nInformation literacy and metacognition have long histories of addressing the same concerns: how people think about and evaluate what they have learned. By exploring research from the library science and cognitive psychology fields, this article highlights how these two concepts are related and how that relationship can be made more explicit in the way librarians talk about and teach information literacy.  \nKeywords: information literacy instruction, classroom assessment, faculty development, reflection, reflective practice  \nPerspectives  \nedited by Andrea Baer  \nMcCoy, E.J. (2022). Teaching and assessment of metacognition in the information literacy classroom. Communications in Information Literacy, 16(1), 42–52.  \nTeaching and Assessment of Metacognition in the Information Literacy Classroom  \nI have been part of the academic library field for almost twenty years, and the prevailing question in my branch of the profession—reference and instruction—is “what are students learning? How do we know?” I have had more conversations than I can count about teaching strategies, assessment strategies, learning outcomes, backward design, and assignment design—complete with anecdotes regarding successful and failed attempts at change and implementation of all those ideas. Through it all, the claim is consistent:  \nlibrarians are uniquely equipped to work with students and to partner with teachers and faculty at all levels of education to provide support and expertise regarding the incorporation of information literacy, critical thinking, and metacognitive skills into their courses. All three of those concepts center on understanding the nature of the information problem that needs to be solved, identifying the variety of ways to solve it, evaluating the potential solutions presented, and reflecting on the outcome to determine its value in providing the answer to the problem.  \nHowever, the way these concepts are taught, practiced, and reinforced is up for debate and is the driving force behind many of the conferences, conversations, and literature in the library field. We tend to focus primarily on information literacy as a combination of separate skills–searching, finding, and evaluating–without examining how those skills reflect the thinking and learning that is occurring during those processes. This thinking and learning, which is often “invisible” in the information literacy classroom, is at the center of metacognitive attentiveness. While conversations and connections regarding information literacy, critical thinking, and metacognition have been made for multiple decades within the library profession, I am not confident that we hav","cbCaidholSsUGmJZ","https://ap.wps.com/l/cbCaidholSsUGmJZ","pdf",146706,12,"English","# Abstract\n# Perspectives\n## Teaching strategies and assessment approaches\n## Metacognition and information literacy connections\n## Scaffolding metacognition in information literacy classrooms","[{\"question\":\"What relationship does the article emphasize between information literacy and metacognition?\",\"answer\":\"It highlights that both concepts focus on how learners think about and evaluate what they have learned, and that their connection can be made more explicit in information literacy teaching.\"},{\"question\":\"Why is metacognitive attentiveness considered important in the information literacy classroom?\",\"answer\":\"Because thinking and learning during information literacy work are often “invisible,” metacognitive attentiveness helps make those processes visible and supports evaluation of learning outcomes.\"},{\"question\":\"What skills does the article say metacognition involves beyond evaluation?\",\"answer\":\"It includes evaluation plus strategies for reading and recall, recognizing unhelpful thinking paths, and using “repair” strategies to correct thinking during a learning task.\"}]","Teaching and Assessment of Metacognition in the Information Literacy Classroom | PDF",1792088625]