thing 19: Metacognition


Whereas the Standards only attended to the cognitive & behavioral dimensions of learning, the Framework takes a more holistic approach by also giving attention to the affective and metacognitive elements of learning. This “thing” is focused on the relationship between metacognition and information literacy and how we can incorporate metacognition into our teaching practice. Instead of offering a reading to get you started thinking about this, we’ve invited some librarians to record a short video sharing their thoughts & experiences about metacognition & teaching:

The videos were recorded using FlipGrid and respond to 2 questions:

  1. Why is metacognition important to information literacy?
  2. How have you incorporated metacognition into your teaching practice?

Watch the videos, which are all under 90 seconds, by clicking this link.

To see videos with captions, follow the links below:

  1. Question 1 (videos with captions)
  2. Question 2 (videos with captions)


Record your own video (up to 90 seconds):

1. Responding to one of the of the questions above


2. In dialogue with one of the video responses already posted


3. Sharing your ideas/inspiration of how you plan to incorporate metacognition into your teaching practice

We’d love for your responses to be in video format, but if you’re feeling shy, feel free to respond in the comments below.

Questions about how to use FlipGrid? Contact Amy Mars, or check-out FlipGrid’s support site.

Thanks to our metacognition experts for getting us started by sharing their videos!

  • Susan Ariew, Academic Services Librarian for Education & Philosophy at University of South Florida / Tampa Library and co-author of new article, “Revisiting Metacognition and Metaliteracy in the ACRL Framework” published in Communications in Information Literacy.
  • Trudi Jacobson, Head of the Information Literacy Department at the University at Albany, State University of New York. Trudi has published widely on the subject of metacognition including co-authoring the book, Metaliteracy in Practice and the highly cited article, “Reframing Information Literacy as Metaliteracy” in College & Research Libraries.
  • Lindsay Matts-Benson, Instructional Designer at the University of Minnesota, Twin Cities is a member of the curriculum design team for the upcoming ACRL Framework Workshops and has extensive experience incorporating metacognition into curriculum and lesson plans.
  • Amy Riegelman, Social Science Librarian & Kate Peterson, Undergraduate Services Librarian at the University of Minnesota, Twin Cities have both presented widely on how they’ve incorporated metacognition into their teaching including through their “Strength Approach to Research.”



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