How We Got Here: A Historical Look at the Academic Teaching Library and the Role of the Teaching Librarian

This paper outlines a brief history of the academic teaching library and, in consequence, it examines the changing role of librarians. As part of that history, the paper also discusses distinctions among various terms used to describe instructional activities in teaching libraries, such as bibliographic instruction and information literacy. Finally, amidst the renewed debates about the definition of information literacy and the Information Literacy Competency Standards, it attempts to answer the question, What is a teaching Library

The Failure of the Open Access Residence Hall Library

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Revisiting Metacognition and Metaliteracy in the ACRL Framework

In the early drafts of the 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\u27 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\u27s 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