Theorizing metaliteracy in federal university libraries: Foundations, implications, and directions

Abstract

Metaliteracy, a dynamic and integrative framework that extends beyond traditional information literacy, emphasizes metacognitive awareness, critical thinking, collaboration, and ethical participation in digital environments. As federal university libraries in Nigeria navigate rapidly evolving educational technologies and learner expectations, there is a critical need to theorize metaliteracy within their institutional contexts. This paper presents a conceptual analysis aimed at establishing a theoretical foundation for metaliteracy integration in federal university libraries. Drawing on constructivist and socio-technical theories, the study maps the intersections between policy mandates, library practices, and evolving user competencies. The findings contribute a model that highlights the roles of librarians, institutional policy, and collaborative instruction in fostering metaliterate learners. The study proposes that without a strategic alignment of metaliteracy with national education frameworks and library services, federal universities risk marginalizing key 21st-century skills. Implications are discussed for library policy reform, professional development, and future research on assessing the impact of metaliteracy on student learning outcomes.