Promoting AI literacy through U.S. academic libraries
Information Research - Vol. 30 No. iConf (2025) Promoting AI literacy through U.S. academic libraries: an analysis of LibGuides from ARL and Oberlin group libraries using the EDUCAUSE AI literacy framework Ko Chun Ru and Rong Tang DOI: https://doi.org/10.47989/ir30iConf47182 Abstract. As the integration of artificial intelligence (AI) rapidly advances, academic libraries are increasingly pivotal in supporting AI literacy among students and faculty. Method. Through content analysis, the present study examines 70 newly developed generative AI LibGuides from academic libraries affiliated with the association of research libraries (ARL) and the Oberlin group, using the EDUCAUSE AI literacy framework. Analysis. Through a detailed examination, the present research reorganizes and improves the EDUCAUSE AI literacy framework, proposing a more comprehensive version tailored to higher education needs. The adapted framework fills the gaps in the original model and offers a nuanced approach to AI literacy, reflecting the unique challenges faced by academic libraries. Results. The findings reveal that most LibGuides emphasize foundational AI tools and responsible use, with less focus on advanced technical competencies related to AI creation. Significant differences were observed between ARL and Oberlin Group LibGuides, with ARL offering more comprehensive coverage. To address these differences, consistent training and knowledge sharinginitiatives are recommended to ensure a common standard of AI literacy support across academic libraries. Conclusion. This study provides insights into the role of libraries in promoting generative AI literacy and identifies areas for future strategic partnerships and improvement. FYI, Ken [Cal State LA Logo] KEN HEROLD HEAD, TECHNOLOGY & DIGITAL STRATEGIES John F. Kennedy Memorial Library California State University, Los Angeles 5151 State University Drive Los Angeles, CA 90032 USA T+1.323.343.3935 calstatela.edu<http://www.calstatela.edu/> | Pushing Boundaries ORCID: 0000-0002-1497-2826<https://orcid.org/0000-0002-1497-2826>
Thank you Kenneth for sharing this information with the interest group. Davin Pate, M.L.S. Assistant Director for Scholarly Communications and Collections (972) 883-2908 |davin.pate@utdallas.edu<mailto:%7Cdavin.pate@utdallas.edu> http://www.utdallas.edu/library/ The University of Texas at Dallas [cid:image001.png@01DBAD3A.EEC41D60]<https://outlook.office.com/bookwithme/user/af697753dcc24b9e926afe35e8e84e9d@...> Book time to meet with me<https://outlook.office.com/bookwithme/user/af697753dcc24b9e926afe35e8e84e9d@...> From: Herold, Kenneth R <kherold2@calstatela.edu> Sent: Monday, April 14, 2025 11:26 AM To: ai-sig@exlibrisusers.org Subject: [Ai-sig] Promoting AI literacy through U.S. academic libraries Information Research - Vol. 30 No. iConf (2025) Promoting AI literacy through U.S. academic libraries: an analysis of LibGuides from ARL and Oberlin group libraries using the EDUCAUSE AI literacy framework Ko Chun Ru and Rong Tang DOI: https://doi.org/10.47989/ir30iConf47182 Abstract. As the integration of artificial intelligence (AI) rapidly advances, academic libraries are increasingly pivotal in supporting AI literacy among students and faculty. Method. Through content analysis, the present study examines 70 newly developed generative AI LibGuides from academic libraries affiliated with the association of research libraries (ARL) and the Oberlin group, using the EDUCAUSE AI literacy framework. Analysis. Through a detailed examination, the present research reorganizes and improves the EDUCAUSE AI literacy framework, proposing a more comprehensive version tailored to higher education needs. The adapted framework fills the gaps in the original model and offers a nuanced approach to AI literacy, reflecting the unique challenges faced by academic libraries. Results. The findings reveal that most LibGuides emphasize foundational AI tools and responsible use, with less focus on advanced technical competencies related to AI creation. Significant differences were observed between ARL and Oberlin Group LibGuides, with ARL offering more comprehensive coverage. To address these differences, consistent training and knowledge sharinginitiatives are recommended to ensure a common standard of AI literacy support across academic libraries. Conclusion. This study provides insights into the role of libraries in promoting generative AI literacy and identifies areas for future strategic partnerships and improvement. FYI, Ken [Cal State LA Logo] KEN HEROLD HEAD, TECHNOLOGY & DIGITAL STRATEGIES John F. Kennedy Memorial Library California State University, Los Angeles 5151 State University Drive Los Angeles, CA 90032 USA T+1.323.343.3935 calstatela.edu<http://www.calstatela.edu/> | Pushing Boundaries ORCID: 0000-0002-1497-2826<https://orcid.org/0000-0002-1497-2826>
participants (2)
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Herold, Kenneth R -
Pate, Davin