This figure illustrates the relationship between the existing metaliterate learner characteristics and the dispositions embedded in the ACRL Framework. It will be included in a chapter, Visualizing the Convergence of Metaliteracy and the Information Literacy Framework. written by Trudi Jacobson, Tom Mackey, and Kelsey O’Brien, to be published in Envisioning the Framework: A Graphic Guide to Information Literacy, edited by Jannette L. Finch (ACRL, 2021).
The following table is a companion to the figure. Like the figure, it is arranged by metaliterate characteristic, and provides the complete wording of the aligned dispositions and identifies the originating frame.
Framework Dispositions Organized by Metaliteracy Characteristics
| Characteristic | Framework Dispositions | Frame |
| Informed | ||
| Are inclined to seek out characteristics of information products that indicate the underlying creation process | Information Creation as a Process | |
| Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview | Authority is Constructed and Contextual | |
| Seek guidance from experts, such as librarians, researchers, and professionals | Searching as Strategic Exploration | |
| Collaborative | ||
| Recognize they are often entering into an ongoing scholarly conversation and not a finished conversation | Scholarship as Conversation | |
| Seek out conversations taking place in their research area | Scholarship as Conversation | |
| Participatory | ||
| See themselves as contributors to the information marketplace rather than only consumers of it | Information has Value | |
| See themselves as contributors to scholarship rather than only consumers of it | Scholarship as Conversation | |
| Understand the responsibility that comes with entering the conversation through participatory channels | Scholarship as Conversation | |
| Reflective | ||
| Are conscious that maintaining these attitudes and actions requires frequent self-evaluation | Authority is Constructed and Contextual | |
| Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview | Authority is Constructed and Contextual | |
| Are inclined to examine their own information privilege | Information has Value | |
| Civic Minded | ||
| Respect the original ideas of others | Information has Value | |
| Recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage | Scholarship as Conversation | |
| Question traditional notions of granting authority and recognize the value of diverse ideas and worldviews. | Authority is Constructed and Contextual | |
| Adaptable | ||
| Accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes | Information Creation as a Process | |
| Exhibit mental flexibility and creativity | Searching as Strategic Exploration | |
| Persist in the face of search challenges, and know when they have enough information to complete the information task | Searching as Strategic Exploration | |
| Open | ||
| Maintain an open mind and a critical stance | Research as Inquiry | |
| Seek multiple perspectives during information gathering and assessment | Research as Inquiry | |
| Recognize the value of browsing and other serendipitous methods of information gathering | Searching as Strategic Exploration | |
| Productive | ||
| Understand that different methods of information dissemination with different purposes are available for their use | Information Creation as a Process | |
| See themselves as contributors to scholarship rather than only consumers of it | Scholarship as Conversation | |
| Value the skills, time, and effort needed to produce knowledge | Information has Value |
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