Teaching and Assessment of Metacognition in the Information Literacy Classroom

Abstract

Information 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.

Keywords

• information literacy instruction
• classroom assessment
• faculty development
• reflection
• reflective practice