Fostering metaliteracy skills among university librarians: Challenges in the digital age

The study explores the current status of metaliteracy skills, awareness, and challenges faced by university librarians in the digital age in developing and maintaining metaliteracy skills. The research relies on deductive reasoning, which is a quantitative method. Data were gathered from Twin Cities University librarians, using a quantitative method with a structured questionnaire. The population was university librarians, and its sample size was ninety-four (n = 94). Descriptive statistics and chi-square test were applied using Statistical Package for the Social Sciences. The results demonstrate that the librarians in both cities are familiar with the concept of metaliteracy skills. Several challenges were highlighted, such as: a dearth of chances for ongoing professional development to improve metaliteracy abilities; a lack of understanding regarding the efficacy of metaliteracy training; and difficulties in sustaining metaliteracy skills as a result of technological improvements. To ensure university librarians’ continued efficacy as educators in the digital era, this study emphasizes how urgent it is to solve the issues raised. The study suggests technology-focused professional development in institutions, collaborative projects, and tailored training programs.