Seeking-and--finding--authentic inquiry models for our evolving information landscape

Information literacy instruction continuously adapts to changes in the information environment, whether those changes are small and focused on a regularly used tool or much broader in scope. The authors will address two such shifts in this article: metaliteracy and threshold concepts. Both assert new lenses for defining information literacy and guiding student learning. In Metaliteracy: Reinventing Information Literacy to Empower Learners, Thomas P. Mackey and one of the authors describe the scope of metaliteracy thusly, "The metaliterate individual has the capability to adapt to changing technologies and learning environments, while combining and understanding relationships among related literacies." Threshold concepts, those concepts critical for understanding a particular discipline, provide a foundation for the framework. Jan H. F. Meyer and Ray Land have posited five characteristics of threshold concepts: transformative, troublesome, irreversible, integrative, and bounded. In the end, the most important attribute to have today is the ability to learn. This capacity is as important for educators as it is for the students.