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• Background: This study examines the influence of librarians' knowledge on their readiness and acceptance of metadata mapping and aggregation for information retrieval in federal universities in Nigeria. Metadata mapping and aggregation are essential for efficient information retrieval, yet their adoption in Nigerian universities remains limited. Method: A quantitative approach with a survey research design was employed. Data were collected using a questionnaire distributed to 440 respondents, with 402 questionnaires returned and deemed usable for analysis (response rate: 91.4%). Descriptive statistics were used to analyze awareness, readiness, and acceptance levels, while inferential statistics established relationships between variables. Findings/Results: The findings revealed that librarians had moderate awareness of metadata mapping practices. Readiness to adopt these practices was high in terms of training (M > 2.50), moderate in terms of infrastructure, and low in terms of competencies. Acceptance of metadata mapping and aggregation practices was high. A statistically significant relationship was found between librarians' knowledge of metadata mapping and aggregation and their readiness to adopt these practices (p < 0.05). Implications: The results indicate that librarians' knowledge significantly influences their readiness and acceptance of metadata mapping and aggregation, suggesting that improved knowledge and skills could enhance information retrieval systems in Nigerian universities. However, limitations in infrastructure and competencies highlight areas needing attention. Conclusion: The study concludes that librarians' knowledge is a critical determinant of their readiness and acceptance of metadata mapping and aggregation practices, and enhancing this knowledge is essential for improving information retrieval in federal universities in Nigeria. Recommendations: The study recommends that universities organize targeted training programs on metadata standards, tools, and best practices. Librarians should be encouraged to pursue certifications and continuing education in metadata management. Library science programs in Nigerian universities should include comprehensive courses on metadata management, digital cataloging, and information retrieval systems. Universities should establish forums for librarians to share best practices, challenges, and solutions related to metadata management, and practical sessions on metadata tools should be integrated into curricula to enhance future librarians' proficiency.
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