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. What is harder to conceive of and implement are more radical, overarching shifts. These transformations go far beyond introducing new and revised tools or even teaching increasingly sophisticated ways to interact with information. A range of new roles and responsibilities for learners have been made possible by Web 2.0 tools, social media, and the opportunities they have brought to learning. These opportunities include the ease not only of accessing information but also of creating it and doing so in new collaborative spaces. The concept of "metaliteracy" was developed in connection with these new roles, responsibilities, and opportunities. Participation and collaboration in the production of information has been made possible with the rise of social media. Metaliterate learners are metacognitive; they think about their thinking as they engage in information-related activities. Metaliteracy learning objectives speak to this ever-changing information environment, providing a model for creating learners who are adaptable and self-aware, as well as effective information users and producers. 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 students. If we are to prepare our students to become this type of learner, using models that stress authentic inquiry by engaged individuals will make a critical difference.