From Information Literacy to AI Literacy: A New Pedagogical Role for Academic Libraries

Abstract

The rapid integration of artificial intelligence (AI) into higher education is reshaping teaching, learning, and knowledge production, prompting academic libraries to reconsider their pedagogical roles. Traditionally positioned as key actors in developing information literacy, libraries are now increasingly confronted with the need to foster AI literacy, which is understood as the ability to critically understand, evaluate, and ethically engage with AI-driven systems. This paper offers a theoretical exploration of the transition from information literacy to AI literacy and examines how this shift redefines library pedagogy. Drawing on established information literacy frameworks and emerging scholarship on AI literacy, the paper conceptualizes AI literacy as an extension rather than a replacement of information literacy. It argues that academic libraries are uniquely positioned to mediate this transition due to their longstanding expertise in critical inquiry, ethical information use, and learner-centered pedagogy. The discussion highlights key pedagogical dimensions of AI literacy, including algorithmic awareness, data ethics, transparency, bias, and responsible use of generative AI tools in academic contexts. The paper further positions librarians as pedagogical partners and learning facilitators who support students and faculty in navigating AI-enhanced learning environments. By reframing AI literacy within a critical and human-centered pedagogical approach, the study underscores the strategic role of academic libraries in promoting informed, reflective, and ethical engagement with AI technologies. The paper concludes by outlining implications for library teaching practices and future research directions in library-based AI pedagogy.