정보 환경의 복잡성과 융합적 미래 인재 양성을 위해 정보 리터러시에 기반을 둔 디지털리터러시, 미디어리터러시, AI리터러시, 데이터리터러시 등 다양한 리터러시의 중요성이 대두되고 있다. 대학도서관은 이러한 리터러시 교육의 중 심 기관으로, 기존의 정보리터러시를 확장하고 통합한 개념의 리터러시를 정의하여 도입하고 교육해야 할 필요성이 있다. 이러한 맥락에서 대학도서관의 역할은 단순히 자료를 제공하는 데 그치지 않고, 학생들이 미래 사회에서 요구되는다양한 리터러시 역량을 갖추도록 교육하는 데까지 확대되고 있다. 특히, 디지털 전환과 4차 산업혁명 시대를 맞아 고등교육 학습자에게는 비판적 사고력, 창의력, 윤리적 정보활용 등 성찰에 기반한 학습 역량의 중요성이 커지고 있다.

  본 연구는 메타리터러시라는 통합적 개념을 정의하고, 이를 기반으로 한 구체적인 역량 요소와 성취 기준 등의 내용 요소를 도출하여 메타리터러시 역량 체계를 제안하는 데 목적이 있다. 또한, 고등교육 학습자의 메타리터러시 역량 진단도구 개발의 방향성을 제시하고, 메타리터러시 교육프로그램의 설계 및 운영을 위한 기초자료를 제시하고자 한다. 특히, 메타리터러시 역량 체계를 명확히정립함으로써 대학도서관의 교육적 역할을 강화하고, 학생들의 자기주도 학습과 융합적 사고를 지원하는 방안을 제시하는 데 초점을 두고 있다.

  이를 위해 본 연구는 문헌 연구와 사례 조사를 포함하여 국내외 리터러시 관련 선행 연구를 심층적으로 분석하는 것에서 출발하였다. 이를 통해 메타리터러시의 정의와 필요성을 구체화하고, 관련 역량 체계의 초안을 설계하였다. 초안에 대한 검증을 위해 본 연구는 델파이 기법을 활용하여 전문가들의 의견을 수렴하고 대학생 대상의 파일럿 테스트를 실시하였다. 또한, 메타리터러시 역량체계의 활용 방안으로 진단 플랫폼의 운영 및 보급 방안을 구체화하고 교육적 활용 방안을 제안하였다.   본 연구 결과를 요약하면 다음과 같다. 먼저 ‘고등교육 학습자를 위한 메타리터러시’는 변화하는 정보 환경에서 고등교육 학습자가 개인적, 학술적, 사회적 목표를 달성하기 위하여 성찰적·윤리적으로 다양한 유형의 정보와 정보 기반 기술의 접근 및 평가, 활용, 생산, 참여, 관리하는 능력으로 정의하였다. 메타리터러시는 ‘메타인지’, ‘지식’, ‘기능’, ‘태도’의 4개 영역으로 구분하였고, 학습자가 개발해야 할 핵심역량으로 ① 자기주도적 탐구, ② 전략적 접근, ③ 비판적 평가, ④ 윤리적 활용, ⑤ 창의적 생산, ⑥ 협력적 참여, ⑦ 체계적 정보관리를 제안하였다. ‘자기주도적 탐구’는 고등교육에서 요구되는 탐구의 중요성을 인식하고 지식과 기능을 습득하여 자기주도적으로 학습 및 연구 활동과 평생 학습을 지속할 수 있는 능력으로 17개의 성취기준을 포함한다. ‘전략적 접근’은 디지털 환경에서 필요한 정보를 인식하고 정의하여 효율·효과적이고 윤리적인 방식으로 정보를 탐색할 수 있는 능력으로 14개의 성취기준을 포함한다. ‘비판적 평가’는 정보의 출처 및 내용 검증을 통해 수집한 정보의 목적 적합성, 신뢰성, 정확성, 유효성 등을 비판적 사고를 바탕으로 평가하여 필요한 정보를 선택할 수 있는 능
력으로 16개의 성취기준을 포함한다. ‘윤리적 활용’은 개인적, 학술적, 사회적 삶에 정보를 활용하는 과정에서 도덕적이고 책임 있는 태도와 행동을 유지할 수 있는 능력으로 10개의 성취기준을 포함한다. ‘창의적 생산’은 전통적인 정보 기반 기술뿐만 아니라 새로운 디지털 기술을 활용하여 기존 정보를 탐구, 분석, 종합하여 이를 재가공하거나 새로운 정보를 생성하는 능력으로 12개의 성취기준을 포함한다. ‘협력적 참여’는 개인, 학술, 사회 공동체에서 정보를 공유하고 공동의 문제를 해결하기 위해 상호협력하는 능력으로 12개의 성취기준을 포함한다. ‘체계적 정보관리’는 수집, 활용, 생산한 정보자원을 정보의 품질과 접근성을 높이기 위해 조직적이고 지속가능한 방식으로 관리하는 능력으로 13개의 성취기준을 포함한다.

  본 연구를 통해 제안한 메타리터러시 역량 체계의 활용 방안으로 진단도구개발의 방향성과 로드맵을 제시하였고, 학습자와 교육 주체의 측면에서 메타리터러시를 효과적으로 학습하고 실천할 수 있는 메타리터러시 교육 연계 방안을 제시하였다. 추가로 고등교육 학습자의 미래 역량으로 자주 언급되는 기초역량과 전문적인 역량으로서 메타리터러시를 연계하여 메타리터러시 역량 강화를 통해 얻을 수 있는 기초역량을 제시하였다.   

본 연구의 결과는 학습자의 메타리터러시 역량을 체계적으로 측정할 수 있는 도구를 개발하여, 이를 기반으로 한 맞춤형 교육프로그램을 설계하고 개선하는데 활용될 수 있다. 또한 대학도서관이 제공하는 메타리터러시 교육서비스의 진단과 성과 측정을 위한 틀을 제시한다. 나아가 메타리터러시 교육을 통해 학습자의 창의력, 비판적 사고, 융합적 사고 등 미래 사회에서 요구되는 기초역량을 배양할 수 있다. 즉, 본 연구에서 제시하는 메타리터러시 역량 체계 및 활용 방안은 고등교육 학습자의 학문적 성장과 자기주도 학습을 지원하는 중요한 수단이 될 뿐만 아니라 대학도서관의 교육적 역할을 확장하는 데 기여할 것이다. 본 연구가 국내 대학의 리터러시 교육의 새로운 패러다임을 제시하고, 학문적 및 실무적 활용 가능성을 갖춘 중요한 기초자료로 활용될 수 있기를 기대한다.

Ⅰ. 연구 개요 ································································································· 3
 1. 연구의 필요성 및 목적 ················································································ 3
 1.1. 연구의 추진 배경 ················································································· 3
 1.2. 연구의 목적 ·························································································· 4
2. 연구의 내용 및 방법 ···················································································· 5
 2.1. 연구의 내용 및 범위 ··········································································· 5
 2.2. 연구의 추진 전략 및 방법 ·································································· 6
3. 연구의 기대 성과 및 활용 방안 ································································· 7
 3.1. 연구의 기대 성과 ················································································· 7
 3.2. 연구의 활용 방안 ················································································· 8

Ⅱ. 메타리터러시 관련 제 이론 ································································· 9
 1. 메타리터러시의 등장 배경 및 제 이론 ··················································· 11
 1.1. 메타리터러시의 등장 배경 및 교육의 필요성 ································ 11
 1.2. 메타리터러시 제 이론 ······································································· 13
 2. 정보리터러시 등 유사 리터러시 ······························································· 28
 2.1. ACRL의 정보리터러시 ······································································ 28
 2.2. 영국의 정보리터러시와 디지털리터러시 ········································· 42
 2.3. UNESCO의 미디어와 정보리터러시 ··············································· 60
 2.4. 싱가포르의 디지털 미디어와 정보리터러시 프레임워크 ·············· 66
 2.5. 유럽연합집행위원회의 디지털 역량 프레임워크 ···························· 73
 2.6. 미국 버지니아 공과대학의 디지털리터러시 ··································· 75
 2.7. ALA의 디지털리터러시 ····································································· 79
 2.8. 리터러시 역량 요소 종합과 성취기준 비교분석 ···························· 80
 3. 메타인지의 개념과 제 이론 ······································································ 91
 3.1. 메타인지의 정의 ················································································· 91
 3.2. 메타인지의 필요성 ············································································· 94
 3.3. 메타인지의 범주화 ············································································· 96
 3.4. 제 이론 종합 ······················································································· 99
 4. 미래 역량 체계 모델 ················································································ 100
 4.1. 대학의 역량 체계 모델 ···································································· 102
 4.2. 기업의 역량 체계 모델 ···································································· 108
 4.3. 정부의 역량 체계 모델 ···································································· 111
 4.4. 시사점 ································································································ 130

Ⅲ. 대학도서관의 메타리터러시 교육에 대한 인식 ···························· 137
 1. 대학도서관 사서 인식조사 ······································································ 137
 1.1. 설문조사 개요 ··················································································· 137
 1.2. 분석 결과 ·························································································· 139
 2. 대학 및 대학도서관 관계자 인식조사 ··················································· 186
 2.1. 서면 인터뷰 개요 ············································································· 186
 2.2. 분석 결과 ·························································································· 188
 2.3. 시사점 ································································································ 207

Ⅳ. 대학도서관의 리터러시 교육 현황 및 사례 ·································· 215
 1. 개요 ············································································································ 215
 2. 해외 대학도서관 교육 현황 ··································································· 215
 2.1. 북미 – 미국과 캐나다 대학도서관 ··············································· 215
 2.2. 유럽과 호주권 ··················································································· 237
 2.3. 시사점 ································································································ 243
 3. 국내 대학도서관 교육 현황 ··································································· 246
 3.1. 서울 및 수도권 ············································································· 246
 3.2. 비수도권 ···························································································· 253
 3.3. 시사점 ································································································ 260

Ⅴ. 메타리터러시 관련 진단도구 현황 및 사례 ·································· 265
 1. 해외 리터러시 진단도구 사례 ································································· 265
 1.1. 대학생 및 성인을 위한 진단도구 사례 ········································· 265
 1.2. 초·중등 학생을 위한 진단도구 사례 ············································· 274
 2. 국내 리터러시 진단도구 사례 ································································· 275
 2.1. 대학생 및 성인을 위한 진단도구 사례 ········································· 275
 2.2. 초·중등 학생을 위한 진단도구 사례 ············································· 281
 3. 시사점 ········································································································· 288

Ⅵ. 메타리터러시 역량 체계(안)과 검증 ·············································· 293
 1. 메타리터러시 역량 체계(초안) ································································ 293
 1.1. 메타리터러시 명칭과 개념 정의 ···················································· 299
 1.2. 메타리터러시 프레임워크와 역량 체계(초안) ······························ 300
 2. 전문가 델파이 조사 ·················································································· 301
 2.1. 조사 대상 및 방법 ··········································································· 302
 2.2. 1, 2차 델파이 조사의 주요 결과와 반영 사항 ····························· 302
 3. 역량 체계(안)의 타당성 검증 ·································································· 319
 3.1. 조사 대상 및 방법 ··········································································· 319
 3.2. 조사 결과 ·························································································· 320

Ⅶ. 메타리터러시 역량 체계와 활용 방안 ··········································· 351
 1. 메타리터러시 역량 체계(최종안) ···························································· 351
 1.1. 메타리터러시 명칭과 개념 정의 ···················································· 351
 1.2. 메타리터러시 프레임워크와 역량 체계 ········································· 352
 2. 메타리터러시 역량 체계 활용 방안 ······················································· 360
 2.1. 진단도구 개발 방향성 및 방법 ······················································ 360
 2.2. 메타리터러시와 교육서비스 연계 ·················································· 365
 2.3. 메타리터러시와 고등교육 학습자의 기초역량 연계 ···················· 368

참고문헌 ······································································································ 379
Abstract ····································································································· 387

[부록1] 대학도서관 직원 대상 설문지 ··············································· 390
[부록2] 대학 관계자 대상 설문지 ························································· 399
[부록3] 전문가 델파이 조사 결과(1차) ················································ 406
[부록4] 전문가 델파이 조사 결과(2차) ················································ 427

✅ 총괄책임자 : 장금연(한국교육학술정보원)
✅ 연구책임자 : 정영미(동의대학교)
✅ 공동연구자 : 강지혜(동덕여자대학교), 박주현(전남대학교), 신영지(동의대학교), 이윤선(서울여자대학교), 이정미(서울여자대학교)
✅ 연구보조원 : 김예린(동의대학교), 강채은(동의대학교)