This study assesses Omani teachers across three subject areas—math, science and
IT—that practice metaliteracy in their teaching. In addition, it identifies differences
between teachers based on their gender, experience, educational level and the impact of
their training as it pertains to metaliteracy goals and objectives. This study employs a
mixed-methods approach, leveraging both quantitative and qualitative methods in its
sequential explanatory design. This study’s sample comprises 540 teachers from across
the Sultanate of Oman, with each governorate represented. Additionally, a total of 16
interviews were conducted with teachers from one of the three considered subject areas.
This research has both theoretical and practical value. Its theoretical value is most
apparent in the fact that the metaliteracy framework functions as a definition of
information literacy with a particular focus on metacognition. Its practical value lies in
its provision of a metaliteracy framework that can be tailored to teachers’ actual practices
and perspectives as well as its proposal of a training programme for relevant stakeholders.
However, the main finding of this study is that overall teaching practices
pertaining to metaliteracy among math, science and IT teachers are substantial. However,
there are some significant differences between them based on the aforementioned factors
as well as their different communities of practice, wherein they exchange their knowledge
and tendencies. Ultimately, this study recommends that the Ministry of Education
collaborate with local and international universities and other educational institutions that
specialize in information literacy and similar concepts in order to exchange knowledge
and resources and to develop best practices in metaliteracy, especially in terms of training.