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' 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's 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.

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Along with the capability of distributed computers, the University Libraries at Virginia Tech have invested in a program to distribute College Librarians into college buildings across the campus. Overcoming the disadvantages of a central library, the ten librarians allocated to six colleges perform outreach from offices among their constituents. This has allowed closer ties to faculty, resulting in more library instruction, more reference requests, and more placement of librarians on college committees and grants. Two evaluation surveys Jane E.

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