**2. Objective**

This article embarks on content and in-depth analysis of the subject matter of information literacy, metacognitive abilities and self-concept.

## **3. Purpose of the study**

The purpose of this study is to evaluate the characteristic necessary to overcome the challenges of the contemporary period associated with information overload. Information literacy is a twenty-first tool to help in managing and circumnavigating the ocean of information. It can also be compared to an instrument or compass to help navigate the world of abundant information resources. The challenges of information overload are acknowledged as a source of anxiety for today's information seekers as they are frequently being overwhelmed by information from countless sources. Without the knowledge of metacognitive ability which is an aptitude to strengthen the ability to ratiocinate and make a reliable choice based on valued judgment anchored on the process of logical reasoning, metacognitive strategies are centred on organization, monitoring and appraisal which are qualities that can be applied in seeking, utilizing and communicating information. Information age requires self-confident and self-regulating learners fortified with lifelong learning skills. Independent learning ability and information literacy are fundamental expertise necessary not only for lifelong learning but also for attainment in the information-centred societies.

This chapter addresses scholars' views from different backgrounds on their perspectives on the information literacy skills and special abilities like self-concept and metacognitive ability. The chapter therefore reviews literature in the subject area of the evolution of information literacy, perceptions of information literacy and information search strategy; the chapter also identifies a significant correlation linking of self-concept and information literacy skills, investigates the level of selfconcept and personal abilities and identifies a significant correlation between this abilities and information literacy skill acquisition for teaching purposes.

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**Table 1.**

*Timeline of publications.*

*Multilateral Relationship between Information Literacy, Self-Concept and Metacognitive Ability*

This research is guided by interpretive research paradigm in which concepts are discussed to bring in-depth understanding. This research uses qualitative content analysis as a method of data collection in which previous recorded document were studied systematically; journal, conference papers, reliable online resources and policy document were carefully evaluated in relation to the subject matters of information literacy, self-concept and metacognitive abilities that were reviewed. This is done in order to identify gap in research and bring out new knowledge. The identified keyword above was used in search of information resources from manly web of science and EBSCOhost. The researcher left out other databases for this research because of easy accessibility to the selected database, namely, web of science and EBSCOhost, which the researcher has access to in the place of work. The synthesis in the review of literature was achieved by combining important keyword that forms the bedrock of this research, that is, metacognitive ability, self-concept and information literacy; these keywords were evaluated to bridge the knowledge

There is paucity of research contribution in the area of metacognitive learning; therefore, it poses a great deal of challenge in getting sufficient research material to embarking on this research in relation to information literacy and self-concept. The purpose of this research is to also close the research gap, for instance, embarking on informetric evaluation of the available information resources using web of science

**Timeline of publication used %**

1979 1 1.82 1995 1 1.82 1998 2 3.63 2002 1 1.82 2003 2 3.63 2004 2 3.63 2005 3 5.45 2006 4 7.27 2007 2 3.63 2008 1 1.82 2009 6 10.91 2010 5 9.09 2011 5 9.09 2012 5 9.09 2013 8 14.55 2014 4 7.27 2015 2 3.63 2018 1 1.82

*DOI: http://dx.doi.org/10.5772/intechopen.86968*

gap and established a new knowledge.

**Years Number**

**4. Methodology**

*Multilateral Relationship between Information Literacy, Self-Concept and Metacognitive Ability DOI: http://dx.doi.org/10.5772/intechopen.86968*
