Abstract
Artificial intelligence (AI) is a disruptive technology that has the potential to revolutionise how information is accessed, processed, and utilised. AI has the capability to personalise learning experiences, provide tailored recommendations, and enhance information retrieval processes, thereby contributing to the development of critical information literacy (IL) skills among library users. This study aims to examine the impact of AI on teaching and improving IL in higher education by determining the use and approaches used for IL provisioning in academic libraries. It also examines how IL pedagogy and librarian roles have evolved in response to new learning settings and AI technologies.
Top1. Introduction
The current landscape of AI education reveals disparities in preparedness and awareness, with a need for comprehensive AI education frameworks and ethical guidelines (Suh & Ahn, 2022; Quinn & Coghlan, 2021). In summary, the integration of AI in education has the potential to reshape learning experiences and career trajectories for students. However, it necessitates addressing ethical challenges, enhancing teacher preparedness, and developing comprehensive educational frameworks to ensure students are equipped with the necessary AI literacy for the future.
In this context, the broader context of AI as a disruptive technology includes social media, RFID Technology, Digital Technologies, 3D Printing, Big Data, Analytics, Battery and Hydrogen Fuel Cells, Internet of Things (IoT), Blockchain Technology, Machine Learning, Virtual Reality (VR), and Augmented Reality (AR). Similarly, the overarching meta-literacies underscore the need for encompassing various literacies that include information, media, technology, communication, digital content creation, data literacy, digital safety and security, digital health and well-being, digital problem-solving, communication literacy and digital citizenship, to navigate the digital age effectively (Bröder et al., 2019).
At the same time, disruptive technologies, such as robotics, have been emphasised in improving IL, with the development of robotic arm prototypes through FDM-based custom 3D printing being a notable example (Jia et al., 2022). Additionally, applying Big Data analytics has enhanced information retrieval and analysis, thereby improving IL practices in libraries (Li et al., 2022; Jia et al., 2021). The significance of AI in transforming IL pedagogy in libraries lies in its ability to revolutionise how information is accessed, processed, and utilised. AI technologies, such as machine learning and natural language processing, have the potential to personalise learning experiences, provide tailored recommendations, and enhance information retrieval processes, thereby contributing to the development of critical IL skills among library users (Ng et al., 2021).
Moreover, AI can facilitate the identification of relevant and credible information sources, enabling individuals to navigate the vast amount of information available in the digital age effectively. Furthermore, integrating AI-driven tools in library systems can streamline administrative tasks, optimise resource allocation, and improve user engagement, enhancing overall IL pedagogy and library services (Long & Magerko, 2020). Integrating AI technologies in libraries and their application methods offers numerous potential benefits. These technologies can empower library professionals to streamline operations, enhance user experience, and foster innovative services by leveraging AI's capabilities for automated information retrieval, personalised recommendations, and natural language processing to improve search functionalities (Adesina, 2024; Gasparini & Kautonen, 2022; Ikenwe & Udem, 2022). Understanding the applications of AI in libraries is crucial for strategically planning and adopting new technologies, ensuring that libraries remain at the forefront of information management and access (Alam, 2024; Barsha & Munshi, 2023; Subaveerapandiyan, 2023). Moreover, this knowledge can facilitate the development of skill sets required for future librarianship, promoting a culture of continuous learning and adaptation to technological advancements (Donkor & Afrane, 2023; Su & Chen, 2022).
Key Terms in this Chapter
Digital Safety and Security: Knowledge of how to protect oneself and others from online risks, such as cyberbullying, scams, and privacy breaches. This includes understanding digital rights and responsibilities ( Ata et al., 2021 ; Slesinger et al., 2020 ; Kusnadi et al., 2022 ).
Artificial Intelligence (AI): This is a specialised field within computer science that focuses on developing systems capable of performing tasks that traditionally necessitate human intelligence, such as understanding natural language, recognising patterns, problem-solving, and learning from data ( Kreinsen & Schulz 2023 ; Mon et al., 2020 ; Reid et al., 2023 ).
Digital Citizenship: Understanding digital community participation's social, cultural, and ethical aspects. This includes respecting diversity, fostering inclusivity, and engaging in civic activities through digital platforms ( Probowati, 2023 ; Arsari, 2022 ; Sajidan et al., 2023 ).
Digital Health and Well-Being: Understanding the impact of digital technologies on physical and psychological health. This includes managing screen time and digital distractions and understanding the emotional implications of digital interactions ( Adikanova et al., 2022 ; Husna & Razi, 2022 ; Marini et al., 2020 ).
Digital Problem-Solving: The ability to use digital tools and resources to solve problems. This includes leveraging online communities, digital tools, and networks to find solutions and innovate ( Zou, 2023 ; Cencelj et al., 2019 ; Nafi'ah et al., 2021 AU197: The citation "Nafi'ah et al., 2021" matches the reference "Nafi’ah et al, 2021", but an accent or apostrophe is different. ).
Media Literacy: Involves analysing and creating media in various forms. It emphasises critical thinking about messages conveyed through videos, images, and texts in digital environments ( Chang et al., 2019 ; Thompson & Beene, 2020 ; Bahri et al., 2020 ).
Meta-Literacy: This framework expands the scope of traditional information literacy by including the collaborative production and sharing of information in digital environments. It emphasises critical thinking and ethical participation in social media and online communities ( Young & Brady, 2022 ; Kendrick et al., 2022 ; Jiang & Gu, 2022 ).
Information Literacy (IL): Refers to the ability to identify, locate, evaluate, and effectively use information for various purposes, including problem-solving, decision-making, and knowledge creation. IL encompasses skills critical for navigating the digital information landscape (?a?t?????? et al., 2020; Ellison, 2023 ; Gang & He, 2022 ).
Disruptive Technology: Refers to innovations that significantly alter how businesses, industries, or markets operate. These technologies disrupt existing systems, practices, and relationships by introducing superior alternatives ( Savic, 2021 ; Reid et al., 2023 ; Cham et al., 2021 ).
Digital Literacy: This encompasses the skills associated with using technology to find, evaluate, create, and communicate information, including the ability to use digital devices, communication tools, and networks safely and effectively ( Akayoglu et al., 2020 ; Huu, 2023 ; Trninic et al., 2021 ).
Digital Content Creation: The ability to create digital content, such as text, images, audio, and video, using various digital tools and platforms. This includes understanding copyright, design principles, and audience engagement strategies ( Rasco et al., 2020 ; Azis et al., 2022 ; de Groot, 2018 ).
Communication Literacy: The capacity to communicate and collaborate effectively using digital tools. This includes understanding digital etiquette and the ability to use social media, blogs, and other platforms for interactive communication ( Li, 2023 ; Suwarto et al., 2022 ; Hamidah, 2021 ).