Information Literacy and Self-regulation: A Convergence of Disciplines

Abstract

Two fields of inquiry are examined in an effort to explicate the relationship between information literacy and self-regulation. A theoretical connection between these two areas of study is provided. Operational behaviors--such as the ability to select and use appropriate procedures during the learning process; to ask for help when at an impasse during the information search process; to select and evaluate selected strategies for specific goals, information needs, and personal success; and to adapt personal domain knowledge in light of newly acquired information--are presented as evidence linking these two fields of research. Implications of the interconnectedness between these two fields include increased understanding of the role information skills plays in the development of lifelong self-regulatory learning skills, increased inclusion of information literacy skills in the preservice education curriculum, and continued development of information literacy skills within discipline specific curricula.

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