We designed a constructivist activity that models for students how to practice metacognition and information literacy (IL). The activity’s jigsaw approach and worksheet facilitated peer-to-peer learning about information evaluation through structured conversation and reflection regarding popular press articles. Using a grounded theory approach, coding of students’ worksheets showed evidence of IL development related to comprehension, procedure, evaluation, and reflection. This poster will describe the activity and provide evidence of its effectiveness, highlighting the reciprocal relationship between IL and metacognition, as well as offering further support for the value of librarian-faculty collaboration and the significance of IL conversations within higher education.
