<p>The purpose of this research is to examine the relationship between metacognitive awareness and social media use on predicting and explaining adolescent students’ incidental information literacy. Using a conceptual framework, we organized literature about adolescents’ metacognitive awareness, social media use, and incidental information literacy and presented hypotheses and predictions about the likely outcomes of the study. Adolescent student participants (<i>n</i> = 452) were recruited from a K-12 developmental research school in the southeastern United States. Analyses included descriptive statistics, internal consistency reliability, correlation analysis, and multiple linear regression models. Our findings show that social media use is not related to adolescent students’ incidental information literacy. Metacognitive awareness was measured using two distinct constructs: knowledge of cognition and regulation of cognition. While knowledge of cognition was significantly and positively related to incidental information literacy, regulation of cognition had a smaller but still statistically significant negative relationship with incidental information literacy. These findings and possible explanations for their meaning are discussed, considering the limitations and delimitations of the study.</p>