Librarians are frequently asked to teach several databases in a one-shot session, despite findings suggesting that such database demonstrations do not lead to optimal student outcomes. The "ACRL Framework for Information Literacy for Higher Education" highlights the concepts of metaliteracy and metacognition. This paper investigates ways in which the author leveraged both of these concepts to reconcile her pedagogical ideals with an attempt to honor a faculty member's request. By demonstrating question-posing and making her own metacognitive processes transparent to students, the author found that she could honor a faculty request for specific database demonstration while helping learners comprehend and see beyond the constructs of platform and format.