Abstract

In the complex digital information environment, higher education learners require diverse literacies beyond traditional information literacy to solve various problems and continue their growth in both academic activities and personal and social life. This study defines these competencies as “metaliteracy” and proposes a framework that includes its conceptual definition and key competencies. To achieve this, the study reviewed literature on metaliteracy and related literacies and analyzed and synthesized relevant competency elements to derive a preliminary metaliteracy framework. To validate the framework, a two-round Delphi study was conducted with ten experts in the fields of library and information science and education. As a result, seven core competencies of metaliteracy for higher education learners were identified: self-directed inquiry, strategic approach, critical evaluation, ethical use, creative production, collaborative engagement, and systematic information management. A total of 112 performance criteria were proposed to specify the characteristics of each core competency, and these criteria were categorized into four competency domains: metacognition, knowledge, skills, and attitudes. Applying the findings of this study to conduct a practical assessment of higher education learners would allow for the validation of the proposed framework while simultaneously establishing competency benchmarks that learners should achieve at different levels. Furthermore, based on this framework, it would be possible to develop and implement educational programs aimed at enhancing metaliteracy competencies and to establish a feedback system for evaluating their effectiveness.