Abstract

As various literacies beyond traditional information literacy are increasingly emphasized as future information competencies in the complex digital information environment, a more expansive and integrative approach to literacy education is becoming increasingly important. This study conducted a survey of academic librarians to investigate the current status and perceptions of academic library instruction, as well as their awareness of metaliteracy instruction at an exploratory level. The results showed that academic library instruction programs were primarily focused on library use instruction and orientation, while training in advanced technologies and research ethics was relatively insufficient. In terms of educational methods, lecture-based instruction accounted for the majority, whereas learner-centered approaches such as practical training, project-based learning, and discussion-based education were limited in implementation. Librarians highly valued the importance of metaliteracy instruction, emphasizing the need for customized programs that strengthen core competencies such as information evaluation, ethical use, and critical thinking, along with hybrid learning approaches suited to the digital environment. Furthermore, the necessity of diagnostic tools was highlighted, as they should be designed to systematically assess learners’ competencies, ensure reliability and validity, and provide actionable insights for improvement. This study suggests that academic libraries should expand their educational roles by offering instruction programs and metaliteracy instruction that meet modern demands, thereby supporting learners and researchers in developing practical information literacy skills. Through these efforts, academic libraries can transcend their traditional role as information providers to become pivotal educational institutions that actively support learning and research.