Abstract

This study empirically assessed the metaliteracy competence of college students, proposed educational strategies based on the results, and validated the metaliteracy framework. The findings revealed that Korean college students generally demonstrated above-average levels of metaliteracy (mean score =5.36). Among the core competences, collaborative engagement, ethical use, and systematic information management were relatively strong, whereas self-directed inquiry, critical evaluation, and creative production were comparatively weaker. A cumulative developmental pattern was observed, showing that competence improved progressively with academic year, and significant differences were identified by gender, academic discipline, and regional location of universities. Therefore, future education should not only include the reinforcement of knowledge and skills but also adopt innovative teaching and learning strategies that can deepen and expand competencies in self-directed inquiry, critical evaluation, and creative production. Furthermore, it is necessary to design customized programs that take into account individual differences such as gender and academic discipline, and to implement a linked approach that strengthens basic competencies for lower-year students while providing advanced instruction for upper-year students. This study holds academic significance in that it empirically assessed the metaliteracy competencies of Korean college students and validated the corresponding framework, and it is expected to make a substantive contribution to the improvement of literacy education in universities and academic libraries.