Skip to main content

Tips for Developing a Library Research Assignment: Information Literacy and Metaliteracy Resources

UD Library Instruction

Further Reading

Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College and Research Libraries, 72, 1, 62-78.

Burgess, C.C. (2015). Teaching students, not standards: The new ACRL information literacy framework and threshold crossings for instructors.  Partnership: the Canadian Journal of Library & Information Practice and Research, 10(1), 1-6.

Post-workshop survey

Metaliteracy resources

















(Mackey & Jacobson p. 92, 2014)


Here are some ideas that workshop attendees brought forward for integrating metaliteracy and information literacy into future teaching:

"Use the metaliterate Learner Model explicitly with students to allow the students to 1) assign and understand group roles and 2) evaluate different roles played throughout the semester."

"Create a lab video on the process of learning about fish respiration, water chemistry, temperature effects and oxygen concentration"

"Interdisciplinary collaborations: Making Science Make Sense, include UD Library resources on the ZHRC website: collaborative project integrating resource databases"

"Create an assignment in which students think about how they would teach that assignment"

Assignment involving Delaware stories on video

Questions that remain:

How to bring together creative projects in a variety of formats for presentation

When you are teaching a course in Wilmington, what is the best way to have students take advantage of the staff knowledge and resources in the SMDC, in the library?

Peer review of open educational resources