Undermind Research Topic: Theoretical frameworks for AI literacy that analyze how contextual professional roles (e.g., librarians, computer science professors, writing instructors) influence the understanding and definition of AI literacy.

Research topic

Theoretical frameworks for AI literacy that analyze how contextual professional roles (e.g., librarians, computer science professors, writing instructors) influence the understanding and definition of AI literacy.

Report

The search identified promising efforts to develop theoretical frameworks for AI literacy that account for professional roles such as librarians [1, 3, 5, 12], educators [8, 10, 14], and engineers [6], with librarianship being the most deeply explored context using sociological theories like hybrid logics [3], while significant gaps persist for roles like writing instructors and cross-disciplinary applications.

Summary of Crucial Information Key Findings on Role-Specific AI Literacy Frameworks

Librarians: Frameworks are well-developed, focusing on integrating AI into library operations, fostering critical users' AI awareness, managing complexity in information environments, and addressing ethical concerns.
- Conceptual Base: Sociological theories of professions (e.g., hybrid logics) [3] and practical use cases of AI applications from backend to user engagement [1, 5].
- Ethics and Equity: Highlighted as core components, particularly in under-resourced contexts like Zambia [13] and ASEAN [23].
- Learning Circles: Tested practical approaches to improve librarians’ self-efficacy in teaching AI knowledge [12].
Educators: Growing emphasis on co-created competency frameworks for AI literacy in teaching technical and ethical dimensions.
- Teachers: Frameworks co-designed with educators emphasize ethical use, practical applications, and proactive AI integration [10, 14].
- Self-assessment Systems: Confirm AI literacy as distinct but overlapping with digital literacy [8].
Engineers: AI competency frameworks emphasize a role-based approach for curriculum embedding technical and ethical AI concepts across courses [6].

Core Framework Components Across Roles

Core Competencies: Include technical understanding (e.g., algorithms, tools), critical evaluation (e.g., ethics, bias), and practical applications (e.g., teaching, information retrieval) [7, 15, 22].
Ethical and Contextual Dimensions: Ethics and AI's societal impacts are widely included, though the depth of treatment varies, with librarians often foregrounding these concerns [1, 3, 19].

Major Gaps in Research

Underexplored Roles: Limited frameworks specifically addressing writing instructors or non-STEM interdisciplinary roles like cultural studies [2, 22].
Generative AI: Research lags in cohesive strategies for integrating tools like ChatGPT into AI literacy teaching across roles [21].
Global Disparities: Few studies examine role-specific AI literacy within resource-constrained or Global South contexts beyond librarianship [13, 20].

Sociological and Role-Specific Frameworks

Sociological Theory of Professions: Librarians are conceptualized as hybrid professionals balancing technical and ethical dimensions of AI usage [3].
Interdisciplinary Challenges: Calls exist for frameworks combining technical and socio-cultural perspectives to unify literacy efforts across diverse roles [22].

Practical Implications

Curriculum designs and learning tools must reflect role-specific needs, especially with rapidly evolving AI technologies [6, 10, 14].
Efforts to generalize frameworks are problematic when they fail to integrate domain-specific practices and contexts [9, 18].

This synthesis highlights the relative maturity of librarian and educator-focused frameworks, the growing role of ethics in defining AI literacy, and substantial gaps for specific professions and interdisciplinary approaches.

Categories of Most Relevant Resources

1. Role-Specific Frameworks for AI Literacy

Short Description: Papers explicitly discussing frameworks or competencies tailored to specific professional roles (e.g., librarians, educators, engineers) and showing how these roles shape AI literacy understanding.
References: [1, 3, 5, 6, 9, 10, 13, 25]
Details:
- [1]: Conceptual framework for librarians, aligns AI literacy with equality, diversity, and inclusion perspectives in library operations.
- [3]: Explores AI’s impact on professional work in academic libraries using sociological theories, focusing on hybrid logics in AI adoption.
- [5]: Discusses competencies for librarians in generative AI-focused roles, including implications for specific tasks like information literacy training.
- [6]: Proposes a role-based framework for faculty in integrating AI into engineering curricula, emphasizing ethical and technical AI competencies.
- [9]: Highlights librarians’ role in teaching information literacy for AI use among African university students, focusing on generative AI tools and ethical guidance.
- [10]: Introduces co-created AI competency framework for teachers and students, with emphasis on role-specific ethical and technical skills.
- [13]: Assesses Zambian librarians’ perceptions of AI; identifies role-relevant challenges, such as resistance and budgetary barriers.
- [25]: Examines AI literacy among medical students; emphasizes its relationship with online search competencies in the healthcare context.

2. General Competency or AI Literacy Frameworks With Contextual Variations

Short Description: General AI literacy frameworks that highlight variations in applicability across learner or professional groups, implicitly touching on professional contexts.
References: [7, 8, 11, 18, 22]
Details:
- [7]: Synthesizes literature to propose a competency framework with varied learning pathways for K-12, higher education, and workforce roles.
- [8]: Explores self-assessed AI literacy competencies for teachers, connecting AI and digital literacy while identifying overlaps.
- [11]: Develops a multilayer competency model to guide AI literacy implementation for diverse audiences, including educators and professionals.
- [18]: Reframes digital literacy for the AI era; suggests integrating technical, ethical, and practical AI skills into curricula across contexts.
- [22]: Proposes an interdisciplinary socio-technical framework emphasizing balance between technical and ethical dimensions across professional levels.

3. Ethics and Critical Dimensions in Role-Specific AI Literacy

Short Description: Papers emphasizing the centrality of ethics, critical evaluation, and equity in profession-specific AI literacy.
References: [1, 5, 9, 10, 19, 21]
Details:
- [1]: Discusses ethical implications of AI use in library contexts, with focus on diversity and inclusion.
- [5]: Highlights ethical concerns about AI bias in librarianship and job-specific competency needs.
- [9]: Recommends ethical usage training for generative AI tools in university settings.
- [10]: Tailors an AI competency framework for teachers/students, embedding ethics as a core competency.
- [19]: Reviews frameworks for integrating AI ethics into professional communication and pedagogy, proposing institution-to-curriculum-level changes.
- [21]: Advocates for critical and ethical engagement with AI in information literacy, driven by librarians’ expertise.

4. AI Literacy for Librarianship

Short Description: Papers specifically focused on librarians’ professional tasks, ethics, and workflows, discussing AI literacy in their roles.
References: [1, 3, 5, 9, 12, 13, 16, 17, 21, 23]
Details:
- [1]: Defines AI’s role in academic libraries; emphasizes barriers, drivers, and competencies for librarians.
- [3]: Focuses on hybrid professional logics shaping librarians' AI literacy needs.
- [5]: Examines how AI changes professional tasks like data management and information retrieval in libraries.
- [9]: Supports librarians as advocates for AI and digital literacy for university students.
- [12]: Analyzes Swedish librarians’ learning through an "AI learning circle," developing self-efficacy in AI applications and knowledge transfer roles.
- [13]: Surveys Zambian librarians' perceptions and challenges in implementing AI systems.
- [16]: Explores generative AI and reflects on adjusting LIS curricula to prepare librarians for AI’s ethical and technical challenges.
- [17]: Reports on a learning circle for Swedish librarians focused on AI upskilling and ethical awareness.
- [21]: Highlights librarians’ contributions to teaching AI literacy as part of information literacy frameworks.
- [23]: Assesses AI literacy proficiency gaps among LIS researchers in ASEAN settings.

5. AI Literacy for Educators (General and Domain-Specific)

Short Description: Papers addressing AI literacy competencies or frameworks tailored to teaching professionals and educators.
References: [6, 8, 10, 14, 19, 24]
Details:
- [6]: Discusses engineering-specific curriculum embedding AI ethics and technical competencies.
- [8]: Aligns teacher self-assessment of AI competencies with broader digital literacy frameworks.
- [10]: Focuses on co-creating an ethical competency framework for educators and students.
- [14]: Details training methods and frameworks (e.g., SAIL) for educators to adopt generative AI in creative teaching.
- [19]: Reviews AI ethics in technical/professional communication pedagogy, advocating for curricular redesign.
- [24]: Explores teaching AI in Thailand, highlighting the need for interdisciplinary collaboration on ethical AI integration.

6. Generative AI-Specific Frameworks or Focus Areas

Short Description: Studies incorporating generative AI (e.g., ChatGPT) into AI literacy frameworks or role-specific applications.
References: [5, 9, 14, 16, 21]
Details:
- [5]: Highlights the role and impact of generative AI in shaping library work competencies.
- [9]: Recommends librarian-led training for generative AI use by African students.
- [14]: Describes SAIL framework integrating generative AI in teacher training programs.
- [16]: Discusses the ripple effects of generative AI tools on LIS curricula.
- [21]: Advocates for librarian involvement in teaching ethical and critical use of generative AI tools.

7. Global and Resource-Constrained Contexts

Short Description: Papers focusing on AI literacy development in resource-constrained or Global South contexts.
References: [9, 13, 20, 23]
Details:
- [9]: Examines librarians’ role in enhancing AI literacy within African universities, emphasizing resource challenges.
- [13]: Reviews AI perceptions and barriers among Zambian academic librarians, including infrastructure gaps.
- [20]: Scoping review of AI literacy in Global South higher education, emphasizing inequities and digital divides.
- [23]: Surveys LIS researchers in ASEAN countries to highlight regional gaps in AI literacy proficiency.

8. Interdisciplinary and Broader AI Literacy Frameworks

Short Description: Frameworks emphasizing interdisciplinary or cross-domain applicability, often with socio-technical dimensions.
References: [2, 7, 18, 22]
Details:
- [2]: Examines AI literacy in cultural/design studies, proposing interdisciplinary curriculum changes.
- [7]: Maps AI literacy pathways across education and workforce disciplines.
- [18]: Proposes a meta-framework for digital-AI literacy convergence, emphasizing adaptability.
- [22]: Develops socio-technical curriculum addressing general and interdisciplinary AI literacy needs.

Key Insights:

Strong research exists for librarians and teachers in AI literacy, but gaps remain for roles like writing instructors and non-STEM educators.
Ethical and generative AI challenges are rapidly shaping competency frameworks, with limited focus on interdisciplinary integration outside STEM fields.
Global South and resource-constrained contexts highlight inequities in access, requiring more inclusive AI literacy designs.

Timeline and Development of Ideas in AI Literacy Frameworks Historical Development of Ideas:

Foundational Work on AI Literacy (2020-2022):
- [15] (2020) defined AI literacy comprehensively, synthesizing interdisciplinary competencies and establishing a conceptual foundation for designing learner-centered AI tools. This work has heavily influenced subsequent research.
- [1] and [3] (2022) applied AI literacy frameworks to librarianship, using sociological theories (e.g., hybrid logics) to contextualize AI's impact on professional roles like information literacy trainers and data managers. These early works highlighted ethical and diversity concerns.
- [11] (2021) proposed a general competency model for AI literacy, emphasizing pragmatic, multilevel skill-building for various professional and educational groups.
Expansion of Contextual and Role-Based Applications (2023–2024):
- [12], [9], and [5] extended AI literacy frameworks to librarians in global and resource-constrained contexts, analyzing unique competency demands and implementation challenges (e.g., funding and resistance to change in Zambia).
- Context-specific studies, such as [6] (engineering) and [8] (teachers), adapted role-based competency frameworks, incorporating discipline-derived technical and ethical challenges.
Integration of Generative AI and Emerging Trends (2024–2025):
- Generative AI (e.g., ChatGPT) began reshaping the discourse, with studies like [21] and [16] urging the integration of generative AI into AI literacy curricula for librarians and educators.
- [14] and [10] adopted co-created frameworks for teacher and student AI competencies, emphasizing ethics and proactive use of generative tools.
- Broader reinterpretations of traditional literacy frameworks for the modern "AI Era" ([18], 2025) underscored adaptability and continuous learning.

Clusters of Research Groups or Key Individuals:

Andrew M. Cox and Collaborators:
- Significant contributor to librarian-centric AI literacy research:
  - [1], [3], and [5] explored AI’s implications for library operations, proposing sociological frameworks (e.g., hybrid logics) to contextualize librarianship as an evolving profession integrating AI literacy.
  - Total citations reflect this group’s foundational influence.
Farhana Faruqe's Competency Framework Development:
- In [11], Faruqe laid groundwork for competency-based AI literacy models, blending conceptual frameworks with scalable skills for learners at varying proficiency levels. Influences studies like [2] and [6].
Studies Drawing from [15]:
- The highly cited conceptual foundation [15] shaped a wide array of subsequent works (e.g., mapping competencies in [8], curriculum analyses in [14] and [18], and medical education in [25]). It positioned AI literacy as interdisciplinary, user-centered, and grounded in critical ethical engagement.
Global and Interdisciplinary Trends:
- Researchers like [9] (Africa-focused) and [20] (Global South) have addressed global inequities in the development of AI literacy, emphasizing cultural and equity-driven adaptations.
- [22] provides an interdisciplinary, socio-technical framework for "AI Literacy for All," bridging technical and ethical dimensions.

Key Takeaways:

Early Expansion (2020-2022): Foundational theories ([15], [1], [3], [11]) established AI literacy as a field. Librarianship emerged early as a leading context for role-based applications.
Role-Based Specialization (Post-2023): Precision in adapting AI literacy frameworks to professional roles grew, with engineering ([6]), education ([8]), and librarianship ([12], [9]) developing distinct models.
Generative AI Disruption (Post-2024): Studies aligned with generative AI proliferation ([10], [14], [21]), creating new demands for ethics, curriculum redesign, and interdisciplinary adaptation.

These developments underscore a gradual shift from general frameworks to highly contextualized, role-specific, and generative AI-inclusive approaches.

Bokeh Application

References

Last 5 years

Last 2 years

> 1 citation per year

> 5 citations per year

Topic Match

Cit./Year

Year

Paper

Paper Relevance Summary

78.6%

18.4

2022

[1] Defining artificial intelligence for librarians A. Cox and Suvodeep Mazumdar Journal of Librarianship and Information Science 2022 - 40 citations - Show abstract - Cite 78.6% topic match

Provides a conceptual examination of AI applications specific to librarianship. Explores professional role-specific AI use cases, barriers, and skills demands, linking these to broader implications for the librarian role. Relevant for understanding role-based AI literacy implications but lacks explicit discussion of theoretical AI literacy frameworks for librarians.

78.2%

0.0

2024

[2] AI Literacy for Cultural and Design Studies Sophie Schauer and Katharina Simbeck International Conference on Computer Supported Education 2024 - 0 citations - Show abstract - Cite 78.2% topic match

Provides discipline-specific AI literacy components for culture and design studies. Explores technical, critical, and practical AI competencies tailored to cultural/design students, highlighting their context-specific educational needs. Focuses on curriculum integration rather than theoretical frameworks; relevance to professional-role influence on AI literacy is limited.

67.1%

18.5

2022

[3] How artificial intelligence might change academic library work: Applying the competencies literature and the theory of the professions Andrew M. Cox Journal of the Association for Information Science and Technology 2022 - 55 citations - Show abstract - Cite - PDF 67.1% topic match

Provides a role-specific analysis of AI's impact on librarianship. Explores how sociological theories and LIS competencies influence librarians’ AI-related responsibilities, emphasizing knowledge discovery and hybrid professional identities. Focuses on AI adoption strategies and contextual factors, touching on AI literacy indirectly but lacks explicit AI literacy framework analysis.

64.0%

0.0

2024

[4] A proposed framework for a digital literacy course for artificial intelligence in academic libraries Josiline Phiri Chigwada South African Journal of Library and Information Science 2024 - 0 citations - Show abstract - Cite 64.0% topic match

Provides a framework for creating AI digital literacy courses in academic libraries. Focuses on librarians' roles and collaboration in designing AI literacy initiatives, emphasizing practical course delivery rather than theoretical constructs. Lacks explicit analysis of how professional roles influence the definition or understanding of AI literacy frameworks.

62.4%

0.9

2024

[5] Academic librarian competencies and artificial intelligence Andrew Cox South African Journal of Library and Information Science 2024 - 1 citations - Show abstract - Cite 62.4% topic match

Provides a discussion on AI’s impacts on librarians' competencies. Examines how AI influences specific library roles (e.g., literacy trainer, manager) but without proposing an explicit AI literacy framework. Focuses on practical role impacts rather than how roles shape AI literacy’s theoretical understanding—somewhat related but not central to the topic.

60.8%

4.9

2024

[6] A Roles-based Competency Framework for Integrating Artificial Intelligence (AI) in Engineering Courses Johannes Schleiss and Aditya Johri ArXiv 2024 - 2 citations - Show abstract - Cite - PDF 60.8% topic match

Proposes a role-based framework for AI integration in engineering. Focuses on helping engineering faculty identify and implement AI competencies, emphasizing ethical and responsible AI use throughout curricula. Lacks explicit focus on how professional roles shape the definition or understanding of AI literacy; relevance is tangential.

45.5%

0.0

2024

[7] A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway Hyunkyung Chee, ..., and Jihyun Lee British Journal of Educational Technology 2024 - 0 citations - Show abstract - Cite Abstract: This study aims to develop a comprehensive competency framework for artificial intelligence (AI) literacy, delineating essential competencies and sub‐competencies. This framework and its potential variations, tailored to different learner groups (by educational level and discipline), can serve as a crucial reference for designing and implementing AI curricula. However, the research on AI literacy by target learners is still in its infancy, and the findings of several existing studies provide inconsistent guidelines for educational practices. Following the 2020 PRISMA guidelines, we searched the Web of Science, Scopus, and ScienceDirect databases to identify relevant studies published between January 2012 and October 2024. The quality of the included studies was evaluated using QualSyst. A total of 29 studies were identified, and their research findings were synthesized. Results show that at the K‐12 level, the required competencies include basic AI knowledge, device usage, and AI ethics. For higher education, the focus shifts to understanding data and algorithms, problem‐solving, and career‐related competencies. For general workforce, emphasis is placed on the interpretation and utilization of data and AI tools for specific careers, along with error detection and AI‐based decision‐making. This study connects the progression of specific learning objectives, which should be intensively addressed at each stage, to propose an AI literacy education pathway. We discuss the findings, potentials, and limitations of the derived competency framework for AI literacy, including its theoretical and practical implications and future research suggestions. What is already known about this topic AI literacy is becoming increasingly important as AI technologies are integrated into various aspects of life and work. Research on AI literacy competencies across diverse learner groups and disciplines remains fragmented and inconsistent to guide educational practices. Studies providing a coherent pathway for AI literacy development throughout educational and working life are lacking. What this paper adds A comprehensive AI literacy competency framework consisting of 8 competencies and 18 sub‐competencies. Variations in AI literacy competencies with tailored configuration and prioritization across different learner groups by school levels and disciplines. A proposed pathway for developing AI literacy from K‐12 to higher education and workforce levels. Implications for practice and policy The framework can guide the design and implementation of AI curricula tailored to different learner characteristics and needs. Education should shift focus from teaching how to use AI to fostering competencies for critical, strategic, responsible and ethical integration of AI. Policies are needed to support a systematic pathway for lifelong AI literacy development from K‐12 education to workforce training. 45.5% topic match

Provides a competency framework for AI literacy, tailored to diverse learner groups. Expands on role-specific needs, emphasizing K-12, higher education, and workforce variations but lacks profession-specific examples like librarians or instructors. Potentially relevant as it explores contextual variations but does not explicitly analyze how professional roles influence AI literacy frameworks.

44.0%

0.0

2024

[8] Artificial Intelligence Literacy Competencies for Teachers Through Self-Assessment Tools Ieva Tenberga and Linda Daniela Sustainability 2024 - 0 citations - Show abstract - Cite 44.0% topic match

Provides insights on teachers’ AI literacy competencies via digital frameworks. Details how AI literacy overlaps with digital skills but requires distinct, role-specific competencies for educators' professional development. Potential Relevance: Focuses on teacher roles but lacks a theoretical framework analyzing how professional roles shape AI literacy definition.

43.5%

5.4

2023

[9] Skilled for the Future: Information Literacy for AI Use by University Students in Africa and the Role of Librarians M. G. Akakpo Internet Reference Services Quarterly 2023 - 7 citations - Show abstract - Cite 43.5% topic match

Provides a discussion of librarians’ role in fostering AI-related information literacy. Focuses on librarians guiding students’ use of generative AI through digital and information literacy training tied to academic contexts. Mentions professional role influence but lacks explicit theoretical frameworks or analysis of role-specific AI literacy conceptualization; somewhat related.

42.8%

0.0

2024

[10] An Artificial Intelligence Competency Framework for Teachers and Students: Co-created With Teachers Yifat Filo, ..., and Yishay Mor European Journal of Open, Distance and E-Learning 2024 - 0 citations - Show abstract - Cite 42.8% topic match

Provides an AI competency framework for teachers and students. Focuses on co-created, role-specific competencies like understanding AI mechanisms, ethical use, and value-driven utilization in educational contexts. Does not explicitly analyze how professional roles shape AI literacy definitions but emphasizes aligning skills with teaching practices, partially relevant.

41.3%

4.0

2021

[11] Competency Model Approach to AI Literacy: Research-based Path from Initial Framework to Model Farhana Faruqe, ..., and L. Medsker Adv. Artif. Intell. Mach. Learn. 2021 - 14 citations - Show abstract - Cite - PDF 41.3% topic match

Provides a pathway for developing AI literacy competency models. Expands a conceptual framework into a multilevel competency model, targeting groups like consumers and creators with tailored AI skills. Lacks explicit focus on how contextual professional roles influence AI literacy definition or understanding, so relevance is limited.

41.2%

4.1

2023

[12] Artificial intelligence literacy in libraries Karolina Andersdotter Journal of Information Literacy 2023 - 5 citations - Show abstract - Cite - PDF Abstract: The rapid expansion of artificial intelligence (AI) poses challenges as well as opportunities for anyone or anything dealing with digital technologies, including libraries. Libraries and librarians have a twofold challenge in that they simultaneously must consider AI applications in library operations as well as AI skills and knowledge as part of the information literacy (IL) training they provide for their users, whether it be in IL programmes or informal learning contexts. This study follows a learning circle in which 123 librarians in Sweden did a pre-existing online course about AI and met up at regular intervals to discuss its contents in a library perspective. The increased knowledge about AI and libraries and the confidence to pass on this knowledge to library users is measured through a self-efficacy test conducted on three separate occasions during the learning circle. The result from the test shows an increase in AI knowledge during the learning circle, although the small sample makes it difficult to draw definitive conclusions. A focus group from the learning circle was interviewed to get an in-depth understanding of librarians’ core topics of concern and excitement regarding AI and libraries. The results from the interview showed that there was a mainly positive view of AI in relation to making library collections more accessible and easier to manage, while there was more concern regarding AI’s impact on the media landscape and how this could impact library users. Introspectively, the focus group perceived challenges in including AI when teaching IL to users as well as in the lack of AI skills among colleagues that could make it difficult to apply or discuss AI in relation to the workplace and the library profession. This paper presents a method of increasing AI knowledge among librarians and library staff. It highlights topics relevant for several library types when faced with the development and application of AI in libraries and in society that based on the results of the study are difficult to escape. The insights may prove useful when planning educational endeavours and when considering library development and strategy related to AI and their implications for libraries and library users. 41.2% topic match

Provides insights into how librarians conceptualize AI literacy in practice. Examines role-specific AI literacy needs through a learning circle of 123 Swedish librarians engaging with AI knowledge and skills. Focuses on practical applications (e.g., accessibility, collection management) rather than a theoretical framework for defining AI literacy in professional contexts.

40.0%

4.4

2024

[13] AI Literacy and Zambian Librarians: A Study of Perceptions and Applications Abid Fakhre Alam, ..., and Neelam Tiwary Open Information Science 2024 - 5 citations - Show abstract - Cite - PDF 40.0% topic match

Identifies librarians' AI literacy levels and perceptions within Zambian libraries. Explores role-specific AI literacy needs, benefits, and challenges in librarianship, but lacks explicit theoretical framework analysis. Mostly practice-focused; does not examine how professional roles define or influence broader AI literacy frameworks.

37.8%

0.0

2024

[14] Preparing Educators to Teach and Create With Generative Artificial Intelligence Paula MacDowell, ..., and Dirk Morrison Canadian Journal of Learning and Technology 2024 - 0 citations - Show abstract - Cite 37.8% topic match

Provides a framework for AI literacy in teacher education. Explores the SAIL framework emphasizing contextual, role-specific skills for preservice and in-service teachers engaging with generative AI. Focuses specifically on teachers; may lack cross-role comparisons or broader theoretical analysis applicable to other professions (e.g., librarians).

37.4%

167.7

2020

[15] What is AI Literacy? Competencies and Design Considerations D. Long and Brian Magerko Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems 2020 - 812 citations - Show abstract - Cite 37.4% topic match

Provides core competencies and a conceptual framework for AI literacy. Focuses on general user competencies and design considerations, not explicitly tailored to contextual professional roles or their influence. Distantly related: lacks examination of role-specific AI literacy needs or how professional contexts shape AI literacy frameworks.

37.1%

2.8

2024

[16] Are we ready? Generative AI and the LIS curriculum Priya Kizhakkethil and Carol Perryman Proceedings of the ALISE Annual Conference 2024 - 1 citations - Show abstract - Cite - PDF 37.1% topic match

Provides context on AI literacy for librarians in LIS curricula. Highlights the need to develop curricula addressing AI competencies, tools, and ethics specific to librarians' professional roles. Does not analyze theoretical frameworks or professional context’s influence on defining AI literacy; only tangentially related.

36.9%

None

[17] Artificial intelligence skills and knowledge in libraries: Experiences and critical impressions from a learning circle Karolina Andersdotter Journal Not Provided None - 2 citations - Show abstract - Cite Abstract: The rapid expansion of artificial intelligence (AI) poses challenges as well as opportunities for anyone or anything dealing with digital technologies, including libraries. Libraries and librarians have a twofold challenge in that they simultaneously must consider AI applications in library operations as well as AI skills and knowledge as part of the information literacy (IL) training they provide for their users, whether it be in IL programmes or informal learning contexts. This study follows a learning circle in which 123 librarians in Sweden did a pre-existing online course about AI and met up at regular intervals to discuss its contents in a library perspective. The increased knowledge about AI and libraries and the confidence to pass on this knowledge to library users is measured through a self-efficacy test conducted on three separate occasions during the learning circle. The result from the test shows an increase in AI knowledge during the learning circle, although the small sample makes it difficult to draw definitive conclusions. A focus group from the learning circle was interviewed to get an in-depth understanding of librarians’ core topics of concern and excitement regarding AI and libraries. The results from the interview showed that there was a mainly positive view of AI in relation to making library collections more accessible and easier to manage, while there was more concern regarding AI’s impact on the media landscape and how this could impact library users. Introspectively, the focus group perceived challenges in including AI when teaching IL to users as well as in the lack of AI skills among colleagues that could make it difficult to apply or discuss AI in relation to the workplace and the library profession. This paper presents a method of increasing AI knowledge among librarians and library staff. It highlights topics relevant for several library types when faced with the development and application of AI in libraries and in society that based on the results of the study are difficult to escape. The insights may prove useful when planning educational endeavours and when considering library development and strategy related to AI and their implications for libraries and library users. 36.9% topic match

Provides insights into librarians’ AI literacy development within a professional context. Focuses on how librarians conceptualize AI knowledge and skills via a learning circle, highlighting role-specific concerns and applications. The study emphasizes practical AI knowledge acquisition rather than theoretical frameworks, with minor exploration of professional roles shaping AI literacy.

35.1%

0.0

2025

[18] Conceptualizing Digital Literacy for the AI Era: A Framework for Preparing Students in an AI-Driven World F. Baskara Data and Metadata 2025 - 0 citations - Show abstract - Cite 35.1% topic match

Provides a revised digital literacy framework for the AI era. Focuses on integrating technical, critical, and ethical AI competencies into education but lacks explicit focus on professional roles' influence. Does not address how specific professional contexts (e.g., librarians, educators) shape AI literacy; likely somewhat or distantly related.

33.1%

0.0

2024

[19] Teaching AI Ethics in Technical and Professional Communication: A Systematic Review N. Ranade and Marly Saravia IEEE Transactions on Professional Communication 2024 - 0 citations - Show abstract - Cite Abstract: Introduction: This article presents the results of an integrative literature review on artificial-intelligence (AI) literacy and AI ethics in technical and professional communication (TPC). This article demonstrates how these concepts have or have not been discussed and studied by the field. By analyzing the literature from adjacent fields and trade journals, this article sets the groundwork for pedagogies and best practices that prepare technical and professional communicators to evaluate AI technologies using ethical perspectives. Research methodology: We used the hermeneutic methodology to conduct a systematic literature review that allowed repeated cycles of searching, filtering, and interpretation across wide-ranging, interdisciplinary academic sources. Following this method to include and exclude sources resulted in a total of 32 articles that describe different case studies, frameworks, theories, and other pedagogical activities to incorporate AI ethics literacy in the curriculum. Results and discussion: Recent trends within AI ethics education document and advocate for a redesign of educational programs and curricula. To be more intentional in adopting AI ethics in pedagogy, we propose a thre -level framework (consisting of institutional, course, and instruction levels) that can be aligned to include AI ethics literacy in course and program objectives and outcomes. By drawing from technical communication work on AI literacy and mapping other TPC work that can be utilized for teaching AI ethics, we recommend incorporating AI ethics in existing courses or new ones. We also list the challenges of choosing one approach over another. Conclusions and further research: A systematic approach to AI pedagogy can help TPC instructors use existing resources to help students use, understand, and evaluate AI technology in strategic ways. This research can be expanded to include new pedagogical approaches, and by drawing connections of AI ethics to specific TPC theory, especially social justice and audience analysis. 33.1% topic match

Provides a framework for integrating AI ethics into TPC education. Examines AI ethics literacy in technical and professional communication (TPC) curricula through a proposed three-level framework (institutional, course, instruction). Focus is on ethical applications in pedagogy, not directly on role-specific AI literacy frameworks tied to contextual professional roles.

30.9%

0.0

2024

[20] Exploring the philosophy and practice of AI literacy in higher education in the Global South: a scoping review Brenda van Wyk Cybrarians Journal 2024 - 0 citations - Show abstract - Cite Abstract: Artificial Intelligence (AI) is at the top of the agendas of higher education and education leaders are required to give direction in educating the next generation of students and citizens. AI holds positive answers to technological innovations, but the potential for continued inequities, exclusion and divides must not be ignored. As a relatively new concept, AI literacy is often viewed as a complex concept requiring more detailed conceptualisation. Furthermore, with the recent hype around generative AI (GenAI), discussions and explorations around what AI literacy is, are now being deliberated. Historically AI was the domain of mathematicians and computer scientists. This is changing as the wider implication of AI permeates all aspects of society, in particular the ethical and informed use of AI and GenAI is paramount. This leaves higher education with the dilemma of deciding who is responsible in teaching and facilitation AI literacy. Keeping in mind that there is an abundance of new literacies in academia. This problem is particularly pronounced in the Global South countries, where digital exclusions and social injustice are becoming more complex. This scoping review evaluated 40 screened and eligible peer reviewed articles and conference proceedings published between 2020- 2024 on AI literacy in higher education in the Global South. The aim of the study was to gauge the extant research on AI literacy and its subsequent ethical implications in higher education in the Global South. The study further explored which philosophies and frameworks inform and guide AI literacy research and support in higher education within the selected region. Findings are that while the disciplines of education are engaging in research, other disciplines such as Information Science are interdisciplinary actors in teaching and facilitating AI literacy, but that there is a pronounced paucity in research being conducted 30.9% topic match

Provides insights into AI literacy's conceptualization in higher education roles globally. Focuses on ethical and professional challenges in teaching AI literacy, particularly in addressing inequities and contextual needs in the Global South. Does not explicitly analyze how specific professional roles shape AI literacy frameworks; relevance to contextual roles is limited.

28.9%

None

[21] The Intersection of AI, Information and Digital Literacy: Harnessing ChatGPT and Other Generative Tools to Enhance Teaching and Learning Jamillah Scott-Branch and Robert Laws Journal Not Provided None - 4 citations - Show abstract - Cite 28.9% topic match

Provides a discussion of librarians' role in AI literacy. Emphasizes librarians' integration of AI literacy into information literacy, focusing on developing students' critical, ethical, and digital skills. Lacks a theoretical framework explicitly analyzing how professional context shapes AI literacy; more practical than conceptual.

22.2%

0.0

2024

[22] AI Literacy for All: Adjustable Interdisciplinary Socio-technical Curriculum Sri Yash Tadimalla and Mary Lou Maher ArXiv 2024 - 0 citations - Show abstract - Cite - PDF 22.2% topic match

Provides a curriculum framework for interdisciplinary AI literacy development. Emphasizes conceptual understanding, critical evaluation, and ethical issues of AI with technical and non-technical learning outcomes across domains. Lacks explicit focus on how professional roles shape AI literacy; context-specific applications appear general rather than role-tailored.

20.2%

1.9

2023

[23] Evaluating AI literacy proficiency among LIS researchers in ASEAN S. A., ..., and Vijayalatchumy Maruthaveeran Library Hi Tech News 2023 - 3 citations - Show abstract - Cite 20.2% topic match

Analyzes AI literacy proficiency in the LIS professional context. Explores role-specific gaps and challenges in AI literacy for library and information science (LIS) researchers in ASEAN countries. Focuses on assessing proficiency and education gaps rather than theoretical frameworks or how professional roles shape AI literacy definitions.

19.8%

0.0

2024

[24] A Survey Study on AI Literacy of Nakhon Sawan Rajabhat University’s Digital Technology Teacher Students in Thailand Nontachai Samngamjan, ..., and W. Philuek Shanlax International Journal of Education 2024 - 0 citations - Show abstract - Cite Abstract: In the realm of education, the integration of AI literacy into computer science teaching is becoming increasingly crucial (Walsh et al., 2023; Voulgari et al., 2022; Velander et al., 2023). Teachers play a pivotal role in bridging the gap between research and practical knowledge transfer of AI-related skills, necessitating a solid foundation in AI-related technological, pedagogical, and content knowledge (TPACK) (Velander et al., 2023). As AI systems permeate various aspects of society, including education, teachers must adapt and develop competencies in AI to effectively impart these skills to students (Kreinsen & Schulz, 2023). The incorporation of AI ethics into the curriculum requires teachers to navigate complex issues such as biases related to race, gender, and social class, challenging both computer science and humanities educators to step out of their comfort zones and collaborate to provide high-quality instruction (Walsh et al., 2023). By leveraging their expertise in different domains and receiving support from research teams, teachers can create engaging learning experiences that prepare students for the ethical and technical challenges posed by AI systems (Walsh et al., 2023).This article aimed to study the AI literacy level of teacher students major in digital technology who study at Nakhon Sawan Rajabhat University in Thailand. There were 98 students responded the AI literacy questionnaire which contained of 4 factors (Knowledge and Use of AI 24 questions, Creation of AI 3 questions, AI Self-Efficacy 6 questions, and AI Self-Competency 7 questions). The results showed that, 1) there were no statistically significant differences in gender among Knowledge and Use, AI Self-Efficacy, and AI Self-Competency while has statistically highly significant as P < 0.05 in Creation of AI factor, 2) there were no statistically significant different in level of study and use of time used of computer among AI literacy factors, and 3) there was relationship between AI literacy factors with statistically highly significant as P < 0.01. 19.8% topic match

Provides insights into teachers' AI literacy competencies in educational contexts. Focuses on AI-related pedagogical and ethical knowledge for teacher educators, emphasizing interdisciplinary collaboration for AI curriculum delivery. Lacks direct analysis of how professional roles influence definitions of AI literacy or connects to theoretical frameworks for role-specific AI literacy.

17.6%

0.0

2024

[25] Effect of AI literacy on online information search competencies among medical students in Pakistan Muhammad Asif Ali and Shahzeb Mughari Information Development 2024 - 0 citations - Show abstract - Cite 17.6% topic match

Shows correlation between AI literacy and online search skills in medical education. Highlights AI literacy competencies (e.g., hardware, data literacy) but lacks focus on theoretical frameworks or professional contextual influences. Role-specific relevance (medical students) is present, but it doesn’t analyze how professional context impacts defining AI literacy.

17.5%

0.0

2024

[26] AI Thinking: a framework for rethinking artificial intelligence in practice Denis Newman-Griffis Royal Society Open Science 2024 - 0 citations - Show abstract - Cite - PDF 17.5% topic match

16.9%

2.4

2024

[27] Justification and Roadmap for Artificial Intelligence (AI) Literacy Courses in Higher Education Sunil Hazari Journal of Educational Research and Practice 2024 - 2 citations - Show abstract - Cite 16.9% topic match

16.3%

12.7

2023

[28] ED-AI Lit: An Interdisciplinary Framework for AI Literacy in Education Laura Kristen Allen and Panayiota Kendeou Policy Insights from the Behavioral and Brain Sciences 2023 - 15 citations - Show abstract - Cite 16.3% topic match

16.2%

1.4

2024

[29] Navigating tomorrow's classroom Elizabeth Hutchinson Journal of Information Literacy 2024 - 1 citations - Show abstract - Cite 16.2% topic match

15.9%

2.3

2024

[30] LIS Educators’ Perception Towards the Adoption of AI Tools in Nigerian Library Schools Solomon Oyetola, ..., and Kudu Dogara Metaverse Basic and Applied Research 2024 - 2 citations - Show abstract - Cite 15.9% topic match

15.5%

0.0

2024

[31] Awareness, perception and use of Artificial Intelligence tools by LIS educators in Nigerian Higher institutions Omobolanle Seri Fasola Cybrarians Journal 2024 - 0 citations - Show abstract - Cite 15.5% topic match

15.3%

0.0

2024

[32] Analysis on Concept of AI Literacy According and Future Education to the Result of Systematic Review Ke Zhang, ..., and Hsin-Chang Yu Journal of Lifestyle and SDGs Review 2024 - 0 citations - Show abstract - Cite - PDF Abstract: Introduction: AI is booming, and AI literacy has become a core competency necessary for exceptional talent. Therefore, how to promote national AI literacy in future education has become a global focus. Thus, this study uses a systematic review method to explore the definition and needs of AI literacy, frameworks, and literature on future education to summarize and analyze. The results show that the definition of AI literacy has not been standardized, AI literacy is a necessary skill for people, the scope of the application still needs to be further subdivided, as well as the education model in the future needs to be reformed as well. The results of the study not only contribute to the in-depth development of AI literacy theories but also provide insights and guidance to relevant organizations, as well as contribute to the establishment of sustainable development, which is of value and contribution. Finally, it is suggested that future research should explore more about the definition and scope of AI literacy, to fully promote the development of the theory and thus enhance the core skills that citizens must possess. Objective: The purpose of this study is to use a systematic review method to sort out the relevant literature from 3 aspects: concept, scope, and future education to clarify the research lineage and reflect the current status of AI literacy research. Theoretical Framework: This study uses a systematic review approach to explore the current state of AI literacy research. Method: This study adopts the systematic review method to collect research results systematically and comprehensively, evaluates the literature according to the principles and methods set in advance, and analyses the literature that meets the criteria after screening it, so as to obtain comprehensive conclusions. Results and Discussion: AI technology offers a whole new range of possibilities for education, changing the traditional teaching mode and learning experience, including providing personalized learning, instructional support and aids, teaching Management and Decision Support, distance education and online learning, language learning and special education, enrichment and diversity of educational resources, and coping with the future. Research Implications: By comprehensively and systematically analyzing the concept, scope, and three aspects of future education of AI literacy, this study not only contributes to the in-depth development of this theory but, at the same time, has certain practical implications and also provides practical insights and guidance for relevant organizations. Originality/Value: This study uses the systematic review method to comprehensively and systematically analyze the concept, scope, and future education of AI literacy in three aspects, which systematically illustrate the current status and dilemma of AI literacy and effectively promote the development of AI literacy with great contribution. 15.3% topic match

14.0%

13.5

2024

[33] Literacy in Artificial Intelligence as a Challenge for Teaching in Higher Education: A Case Study at Portalegre Polytechnic University Eduardo Lérias, ..., and P. Ferreira Inf. 2024 - 12 citations - Show abstract - Cite - PDF 14.0% topic match

13.2%

4.0

2024

[34] University Students’ Conceptualisation of AI Literacy: Theory and Empirical Evidence Michal Černý Social Sciences 2024 - 4 citations - Show abstract - Cite - PDF 13.2% topic match

12.2%

0.0

2025

[35] AI literacy of library and information science students: A study of Bangladesh, India and Pakistan Zakir Hossain, ..., and Ghalib Khan Journal of Librarianship and Information Science 2025 - 0 citations - Show abstract - Cite 12.2% topic match

10.4%

0.0

2024

[36] Mapping AI Literacy Among Punjab’s Teachers Using Structural Equation Modelling Palwinder Singh and Sana Absar Journal of Communication and Management 2024 - 0 citations - Show abstract - Cite 10.4% topic match

8.7%

3.1

2024

[37] Latent Profile Analysis of AI Literacy and Trust in Mathematics Teachers and Their Relations with AI Dependency and 21st-Century Skills Tommy Tanu Wijaya, ..., and Frederick K. S. Leung Behavioral Sciences 2024 - 1 citations - Show abstract - Cite Abstract: Artificial Intelligence (AI) technology, particularly generative AI, has positively impacted education by enhancing mathematics instruction with personalized learning experiences and improved data analysis. Nonetheless, variations in AI literacy, trust in AI, and dependency on these technologies among mathematics teachers can significantly influence their development of 21st-century skills such as self-confidence, problem-solving, critical thinking, creative thinking, and collaboration. This study aims to identify distinct profiles of AI literacy, trust, and dependency among mathematics teachers and examines how these profiles correlate with variations in the aforementioned skills. Using a cross-sectional research design, the study collected data from 489 mathematics teachers in China. A robust three-step latent profile analysis method was utilized to analyze the data. The research revealed five distinct profiles of AI literacy and trust among the teachers: (1) Basic AI Engagement; (2) Developing AI Literacy, Skeptical of AI; (3) Balanced AI Competence; (4) Advanced AI Integration; and (5) AI Expertise and Confidence. The study found that an increase in AI literacy and trust directly correlates with an increase in AI dependency and a decrease in skills such as self-confidence, problem-solving, critical thinking, creative thinking, and collaboration. The findings underscore the need for careful integration of AI technologies in educational settings. Excessive reliance on AI can lead to detrimental dependencies, which may hinder the development of essential 21st-century skills. The study contributes to the existing literature by providing empirical evidence on the impact of AI literacy and trust on the professional development of mathematics teachers. It also offers practical implications for educational policymakers and institutions to consider balanced approaches to AI integration, ensuring that AI enhances rather than replaces the critical thinking and problem-solving capacities of educators. 8.7% topic match

7.6%

37.4

2021

[38] AI Literacy: Definition, Teaching, Evaluation and Ethical Issues D. Ng, ..., and Maggie Shen Qiao Proceedings of the Association for Information Science and Technology 2021 - 127 citations - Show abstract - Cite 7.6% topic match

7.3%

0.0

2023

[39] Introduction of Artificial Intelligence Literacy and Data Literacy in Computer Science Teacher Education Viktoriya Olari, ..., and Ulrike Lucke Proceedings of the 23rd Koli Calling International Conference on Computing Education Research 2023 - 0 citations - Show abstract - Cite 7.3% topic match

4.8%

0.0

2023

[40] Analysis of the Necessity of AI Utilization and Digital Competencies and Use Cases for Science Teachers Mihyun Son Institute of Brain-based Education Korea National University of Education 2023 - 0 citations - Show abstract - Cite 4.8% topic match

4.6%

2.9

2024

[41] Are You AI Ready? Investigating AI Tools in Higher Education via the Co-development of Interdisciplinary Student-Partnered AI Training Resources Orla Daly, ..., and Dylan McKeever 10th International Conference on Higher Education Advances (HEAd’24) 2024 - 2 citations - Show abstract - Cite 4.6% topic match

4.5%

10.4

2021

[42] Establishing the concept of AI literacy Yu-mi Yi JAHR 2021 - 43 citations - Show abstract - Cite - PDF 4.5% topic match

4.2%

0.0

2024

[43] Integrating basic artificial intelligence literacy with media and information literacy in higher education Miriam Wanjiku Ndungu Journal of Information Literacy 2024 - 0 citations - Show abstract - Cite 4.2% topic match

4.0%

3.3

2024

[44] Charting Competence: A Holistic Scale for Measuring Proficiency in Artificial Intelligence Literacy C. Yuan, ..., and Yu-Ting Chen Journal of Educational Computing Research 2024 - 2 citations - Show abstract - Cite 4.0% topic match

3.9%

0.0

2023

[45] Identifying the components of foundational Artificial Intelligence (AI) literacy - Early results from a Delphi study K. MacCallum, ..., and Mahsa Mohaghegh ASCILITE Publications 2023 - 0 citations - Show abstract - Cite - PDF 3.9% topic match

3.3%

0.0

2024

[46] AI and Data Science Literacy Framework for Educators Nurul Amelina Nasharuddin, ..., and Mohd Khaizer Omar International Conference on Computers in Education 2024 - 0 citations - Show abstract - Cite 3.3% topic match

2.9%

0.0

2024

[47] Collaborative Design of AI-Enhanced Learning Activities Margarida Romero ArXiv 2024 - 0 citations - Show abstract - Cite - PDF 2.9% topic match

2.8%

0.0

2025

[48] Bibliometric Analysis of Artificial Intelligence for Digital Literacy Kitsadaporn Jantakun, ..., and Thada Jantakoon Journal of Education and Learning 2025 - 0 citations - Show abstract - Cite 2.8% topic match

2.7%

0.0

2024

[49] Bridging the Algorithmic Divide Qiuxiang Bian, ..., and Siyuan Yan Education as Change 2024 - 0 citations - Show abstract - Cite 2.7% topic match

2.5%

None

[50] Literacy in Artiﬁcial Intelligence as a Challenge for Teaching in Higher Education : A Case Study at Portalegre Polytechnic University Eduardo Lérias, ..., and Juan Yang Journal Not Provided None - 0 citations - Show abstract - Cite 2.5% topic match

2.3%

8.4

2021

[51] The Role of Collaboration, Creativity, and Embodiment in AI Learning Experiences D. Long, ..., and Brian Magerko Proceedings of the 13th Conference on Creativity and Cognition 2021 - 31 citations - Show abstract - Cite 2.3% topic match

2.0%

3.3

2024

[52] Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust A. Al-Abdullatif Education Sciences 2024 - 1 citations - Show abstract - Cite 2.0% topic match

2.0%

0.0

2024

[53] Utilizing digital story writing as a pedagogical approach to foster Artificial Intelligence (AI) literacy in students Dzul Rachman, ..., and Reza June Sidiq Psychology, Evaluation, and Technology in Educational Research 2024 - 0 citations - Show abstract - Cite 2.0% topic match

1.9%

67.6

2023

[54] Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy Joanna R. Southworth, ..., and Aaron O. Thomas Comput. Educ. Artif. Intell. 2023 - 145 citations - Show abstract - Cite 1.9% topic match

1.6%

37.7

2021

[55] Developing Middle School Students' AI Literacy Irene A. Lee, ..., and C. Breazeal Proceedings of the 52nd ACM Technical Symposium on Computer Science Education 2021 - 150 citations - Show abstract - Cite - PDF 1.6% topic match

1.5%

5.7

2024

[56] Artificial Intelligence’s Opportunities and Challenges in Engineering Curricular Design: A Combined Review and Focus Group Study I. Mosly Societies 2024 - 4 citations - Show abstract - Cite - PDF 1.5% topic match

1.4%

1.9

2024

[57] A more-than-human approach to researching AI at work Terrie Lynn Thompson and Bruce Graham Networked Learning Conference 2024 - 1 citations - Show abstract - Cite - PDF 1.4% topic match

1.4%

13.5

2025

[58] From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context Ziwen Pan and Yongliang Wang European Journal of Education 2025 - 1 citations - Show abstract - Cite 1.4% topic match

1.4%

0.0

2025

[59] Artificial Intelligence for Functional Literacy Development Aruzhan Kakina Eurasian Science Review An International peer-reviewed multidisciplinary journal 2025 - 0 citations - Show abstract - Cite 1.4% topic match

1.2%

11.4

2022

[60] Understanding Artificial Intelligence in Research Libraries – Extensive Literature Review A. Gasparini and Heli Kautonen LIBER Quarterly: The Journal of the Association of European Research Libraries 2022 - 35 citations - Show abstract - Cite - PDF 1.2% topic match

1.1%

33.4

2022

[61] Artificial intelligence (AI) library services innovative conceptual framework for the digital transformation of university education R. O. Okunlaya, ..., and R. A. Alias Libr. Hi Tech 2022 - 99 citations - Show abstract - Cite Abstract: PurposeArtificial intelligence (AI) is one of the latest digital transformation (DT) technological trends the university library can use to provide library users with alternative educational services. AI can foster intelligent decisions for retrieving and sharing information for learning and research. However, extant literature confirms a low adoption rate by the university libraries in using AI to provide innovative alternative services, as this is missing in their strategic plan. The research develops (AI-LSICF) an artificial intelligence library services innovative conceptual framework to provide new insight into how AI technology can be used to deliver value-added innovative library services to achieve digital transformation. It will also encourage library and information professionals to adopt AI to complement effective service delivery.Design/methodology/approachThis study adopts a qualitative content analysis to investigate extant literature on how AI adoption fosters innovative services in various organisations. The study also used content analysis to generate possible solutions to aid AI service innovation and delivery in university libraries.FindingsThis study uses its findings to develop an Artificial Intelligence Library Services Innovative Conceptual Framework (AI-LSICF) by integrating AI applications and functions into the digital transformation framework elements and discussed using a service innovation framework.Research limitations/implicationsIn research, AI-LSICF helps increase an understanding of AI by presenting new insights into how the university library can leverage technology to actualise innovation in service provision to foster DT. This trail will be valuable to scholars and academics interested in addressing the application pathways of AI library service innovation, which is still under-explored in digital transformation.Practical implicationsIn practice, AI-LSICF could reform the information industry from its traditional brands into a more applied and resolutely customer-driven organisation. This reformation will awaken awareness of how librarians and information professionals can leverage technology to catch up with digital transformation in this age of the fourth industrial revolution.Social implicationsThe enlightenment of AI-LSICF will motivate library professionals to take advantage of AI's potential to enhance their current business model and achieve a unique competitive advantage within their community.Originality/valueAI-LSICF development serves as a revelation, motivating university libraries and information professionals to consider AI in their strategic plan to enable technology to support university education. This act will enable alternative service delivery in the face of unforeseen circumstances like technological disruption and the present global COVID-19 pandemic that requires non-physical interaction. 1.1% topic match

1.0%

0.0

2021

[62] Developing a Conversational Agent to Explore Machine Learning Concepts A. Arslan INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 2021 - 0 citations - Show abstract - Cite - PDF 1.0% topic match

1.0%

75.3

2019

[63] Envisioning AI for K-12: What Should Every Child Know about AI? D. Touretzky, ..., and Deborah W. Seehorn AAAI Conference on Artificial Intelligence 2019 - 422 citations - Show abstract - Cite - PDF 1.0% topic match

0.9%

5.7

2024

[64] Global initiatives and challenges in integrating artificial intelligence literacy in elementary education: Mapping policies and empirical literature Ibrahim H. Yeter, ..., and Joshita B. Sturgess Future in Educational Research 2024 - 2 citations - Show abstract - Cite 0.9% topic match

0.8%

131.9

2021

[65] Conceptualizing AI literacy: An exploratory review D. Ng, ..., and Maggie Shen Qiao Comput. Educ. Artif. Intell. 2021 - 437 citations - Show abstract - Cite 0.8% topic match

0.7%

3.5

2024

[66] Exploring the Integration of Artificial Intelligence in Academic Libraries: A Study on Librarians’ Perspectives in India Dattatraya Kalbande, ..., and Subhash Chavan Open Information Science 2024 - 4 citations - Show abstract - Cite 0.7% topic match

0.6%

10.2

2021

[67] Teaching Artificial Intelligence to K-12 Through a Role-Playing Game Questioning the Intelligence Concept Julie Henry, ..., and Anne-Sophie Collard KI - Künstliche Intelligenz 2021 - 38 citations - Show abstract - Cite 0.6% topic match

0.6%

0.0

2024

[68] Information Literacy Skills of Librarians and Service Delivery in the 21st Century Abdulkarim Abdullahi, ..., and Muhammad Murtala African Journal of Humanities and Contemporary Education Research 2024 - 0 citations - Show abstract - Cite - PDF Abstract: The 21st century has witnessed a transformative shift in the role of librarians, driven by rapid advancements in information and communication technologies (ICTs). This research explores the critical importance of information literacy skills among librarians and their impact on service delivery in the modern library environment. Information literacy, encompassing the ability to locate, evaluate, and utilize information effectively, is an essential competency for librarians in facilitating access to the vast array of resources available to users. This study investigates into the various dimensions of information literacy, including digital literacy and ethical information use, highlighting their relevance in enhancing user engagement, resource accessibility, and lifelong learning. The analysis underscores the challenges faced by librarians in acquiring and maintaining these skills, such as lack of competency, poor internet connectivity, limited professional development opportunities as a result of inadequate funding, and institutional barriers. Despite these challenges, the research identifies opportunities for librarians to enhance their competencies through continuous professional development, collaboration, and integration of information literacy into library education curricula. Furthermore, the study emphasizes the role of information literacy in promoting digital citizenship, combating misinformation, and fostering an informed society. By examining the interplay between information literacy skills and library service delivery, this research provides a comprehensive understanding of how these skills contribute to the quality and effectiveness of library services. It also offers practical recommendations for library management, policymakers, and educators to support the ongoing development of information literacy competencies among librarians. Ultimately, this study highlights the indispensable role of information literacy in empowering librarians to navigate the complexities of the information age, thereby ensuring that libraries remain vital centers of knowledge, learning, and community engagement in the 21st century. 0.6% topic match

0.6%

7.8

2021

[69] Addressing AI and Data Literacy in Teacher Education: A Review of Existing Educational Frameworks Viktoriya Olari and R. Romeike Proceedings of the 16th Workshop in Primary and Secondary Computing Education 2021 - 26 citations - Show abstract - Cite 0.6% topic match

0.5%

21.7

2020

[70] Broadening artificial intelligence education in K-12 G. Wong, ..., and John Huan ACM Inroads 2020 - 109 citations - Show abstract - Cite - PDF 0.5% topic match

0.5%

0.0

2024

[71] Holistic competencies and AI in education: A synergistic pathway Cecilia Chan Australasian Journal of Educational Technology 2024 - 0 citations - Show abstract - Cite 0.5% topic match

0.5%

0.0

2024

[72] Integrating Artificial Intelligence in Vocational and Adult Education: A Supplement to the DigCompEdu Framework George Bekiaridis and Graham Attwell Ubiquity Proceedings 2024 - 0 citations - Show abstract - Cite 0.5% topic match

0.5%

48.4

2018

[73] Digital competence and digital literacy in higher education research: Systematic review of concept use Maria Spante, ..., and A. Algers Cogent Education 2018 - 346 citations - Show abstract - Cite 0.5% topic match

0.4%

0.0

2025

[74] The Perspectives of Academicians and Students Regarding the Use of Generative Artificial Intelligence in Higher Education Fulya Torun and Seda Ozer Sanal International Journal of Technology in Education 2025 - 0 citations - Show abstract - Cite 0.4% topic match

0.4%

9.6

2024

[75] A systematic review of literature reviews on artificial intelligence in education (AIED): a roadmap to a future research agenda Muhammad Yasir Mustafa, ..., and M. Saqr Smart Learn. Environ. 2024 - 2 citations - Show abstract - Cite 0.4% topic match

0.3%

1.5

2024

[76] Library and Information Science Professionals’ Awareness, Competencies, Institutional Support, and Application of AI-Powered Tools in Research Writing in South-South, Nigerian Universities Nse Emmanuel Akwang and Posigha Bassil Ebiwolate Asian Journal of Education and Social Studies 2024 - 1 citations - Show abstract - Cite - PDF Abstract: This study investigates Library and Information Science professionals’ awareness, competencies, institutional support, and application of AI-powered tools in research writing in South-South Nigerian universities. Four research questions guide the investigation. The study adopted a mixed (two-step) approach, combining both quantitative and qualitative methods in a sequential exploration design. A 55-items researcher-developed structured questionnaire titled: Library and Information Science Professionals’ Awareness, Competences, Institutional Support and Application of AI Powered Tools in Research Writing Questionnaire (LISPACIAAIPTRWQ) with a reliability index of .804 determined using Cronbach’ reliability coefficient and semi-structured interview schedule were used for data collection. The questionnaire was designed using Google Doc platform and administered through major Nigerian Library Association (NLA) WhatsApp groups of the six states in South South zone of Nigeria – Akwa Ibom State, Bayelsa State, Cross River State, Delta State, Edo State and Rivers State. The interview was conducted through private WhatsApp calls to 20 respondents within the study area. A total of 133 targeted participants from twelve university libraries, one federal and one state university per state were involved in the study. The professional librarians considered in this study were those with at least LS/LIS degree and a year of work experience. This group of participants were purposively considered taking into account that they are professionals and expected to conduct cutting-edge research and publish findings in reputable journals for personal and professional growth. The collected data, analyzed descriptively using frequency counts, mean, and standard deviation were used to answer research questions. The interview responses were qualitatively analyzed using the narrative method in order to deeply understand the respondents’ experiences with AI-powered tools and to also reduce the impact of individual bias. The findings revealed a low awareness level and a relatively high level of competencies of LIS professionals towards AI and its applicability to research writing. It also revealed low institutional support and high application index of AI-powered tools to mostly library services but not research writing by LIS professionals. The study recommended that the university administration should encourage more research on AI and formulate a workable policy to guide its applicability, among others. 0.3% topic match

0.3%

0.0

2024

[77] Investigating academics’ attitudes towards ChatGPT: A qualitative study Chelsea Wilkinson, ..., and Mikaela Owen Australasian Journal of Educational Technology 2024 - 0 citations - Show abstract - Cite 0.3% topic match

0.3%

0.9

2023

[78] Innovative Research on Information Literacy Education in Higher Vocational Colleges in the Context of Generative AI Xiaoxue Song The Frontiers of Society, Science and Technology 2023 - 2 citations - Show abstract - Cite - PDF 0.3% topic match

0.3%

0.0

2025

[79] A Study on Digital Literacy of Chinese Secondary School Teachers in the Era of Artificial Intelligence Shengsheng Zheng International Journal of Education and Social Development 2025 - 0 citations - Show abstract - Cite 0.3% topic match

0.3%

13.5

2023

[80] A study on the knowledge and perception of artificial intelligence A. Subaveerapandiyan, ..., and Mohammad Amees IFLA Journal 2023 - 23 citations - Show abstract - Cite 0.3% topic match

0.3%

3.8

1972

[81] Technology in Education J. Truxal Journal of Educational Technology Systems 1972 - 196 citations - Show abstract - Cite 0.3% topic match

0.3%

0.0

2024

[82] Data Literacy Questionnaire for Educators Belén Donate-Beby, ..., and Daniel Amo Filvà 2024 International Symposium on Computers in Education (SIIE) 2024 - 0 citations - Show abstract - Cite - PDF 0.3% topic match

0.2%

6.0

2021

[83] Awareness and Perception of the Artificial Intelligence in the Management of University Libraries in Nigeria Owolabi Kehinde Abayomi, ..., and A. Aderonke Journal of Interlibrary Loan, Document Delivery & Electronic Reserve 2021 - 23 citations - Show abstract - Cite 0.2% topic match

0.2%

36.9

2017

[84] Spreadable Spectacle in Digital Culture: Civic Expression, Fake News, and the Role of Media Literacies in “Post-Fact” Society P. Mihailidis and Samantha Viotty American Behavioral Scientist 2017 - 292 citations - Show abstract - Cite 0.2% topic match

0.2%

75.1

2023

[85] AI literacy in K-12: a systematic literature review Lorena Casal-Otero, ..., and S. Barro International Journal of STEM Education 2023 - 139 citations - Show abstract - Cite - PDF 0.2% topic match

0.2%

0.0

2024

[86] AI literacy in Teacher Education in the Czech Republic Petra Kočková, ..., and K. Kostolányová European Conference on e-Learning 2024 - 0 citations - Show abstract - Cite - PDF 0.2% topic match

0.2%

None

[87] Analisis Dampak Literasi AI terhadap Perubahan Norma Dan Etika Akademik Mahasiswa Analisis Dampak, ..., and Universitas Negeri Makassar Journal Not Provided None - 0 citations - Show abstract - Cite 0.2% topic match

0.2%

0.0

2024

[88] Chatting with a Learning Analytics Dashboard: The Role of Generative AI Literacy on Learner Interaction with Conventional and Scaffolding Chatbots Yueqiao Jin, ..., and Roberto Martínez-Maldonado ArXiv 2024 - 0 citations - Show abstract - Cite - PDF 0.2% topic match

0.1%

11.4

2023

[89] Application of artificial intelligence in libraries and information centers services: prospects and challenges S. Jha Library Hi Tech News 2023 - 18 citations - Show abstract - Cite Abstract: Purpose Artificial intelligence (AI) is one of the emerging technologies of this time. AI is a widely used technology in library services that can transform the best services in the age of information technology. This paper aims to highlight the use of AI in library operations. Several research has been undertaken on this subject, but that only address a few applications. AI and libraries have a substantial nexus; nevertheless, the use and awareness of AI in library services are still creating question marks addressed in this paper. This study will help the policy stakeholder, librarians and scholars in the field to address these issues before the deployment of AI in library services. Design/methodology/approach This study is based on a qualitative method using content analysis techniques. An extensive review of literature on “artificial intelligence”, “smart libraries” was carried to ascertain the emerging technologies in the smart library domain. Literature was searched against various keywords like artificial intelligence, smart technologies, Internet of Things, electronic resource management, data mining and ambient intelligence. This study highlights the pros and cons of AI in library services and its possible solutions. Findings The findings of this study show that AI is a vibrant technology that can be used in library services; however, some obstacles like adequate funds, the attitude of librarians and technical skills are a few obstacles that hamper AI in library operations. The findings also reveal that using AI in library operations will accelerate libraries in the right direction. Furthermore, this study highlights various applications that can be deployed without spending costs. Practical implications This paper may be of interest to academic, librarians, policymakers, researchers and the government to have a perspective on initiatives in the country on application of technology in library services. This study can introduce the current status and potential of this technology to bring the technology revolution in library and information center services. Social implications This study will motivate library professionals to take advantage of AI in library services and further accelerate library operations in the right direction. Originality/value This study covers the understanding of AI in library services that will help the librarian’s and information professionals leverage AI in library scenarios. Furthermore, the practical implication of AI in library services will bring positive change in implementing AI. 0.1% topic match

0.1%

2.3

2024

[90] Developing AI literacy in HRD: competencies, approaches, and implications Hanwen Li and Sehoon Kim Human Resource Development International 2024 - 2 citations - Show abstract - Cite 0.1% topic match

0.1%

0.0

2025

[91] Use of artificial intelligence innovations in public academic libraries A. Molaudzi and P. Ngulube IFLA Journal 2025 - 0 citations - Show abstract - Cite 0.1% topic match

0.1%

3.2

2013

[92] Improvization and strategic risk-taking in informal learning with digital media literacy R. Hobbs Learning, Media and Technology 2013 - 38 citations - Show abstract - Cite 0.1% topic match

0.1%

0.0

2024

[93] Artificial Intelligence in Academic Libraries: Applications and Impact Review Moumi Mandal International Journal of Innovations in Science Engineering And Management 2024 - 0 citations - Show abstract - Cite 0.1% topic match

0.1%

24.2

2022

[94] Using digital story writing as a pedagogy to develop AI literacy among primary students D. Ng, ..., and S. Chu Comput. Educ. Artif. Intell. 2022 - 76 citations - Show abstract - Cite 0.1% topic match

0.1%

2.7

2018

[95] Design of AI + Curriculum for Primary and Secondary Schools in Qingdao Xiao Han, ..., and Xinzhu Wang 2018 Chinese Automation Congress (CAC) 2018 - 17 citations - Show abstract - Cite 0.1% topic match

0.1%

0.0

2024

[96] Artificial intelligence and libraries: Import, risks and prospects F. Okoroma J. ICT Dev. Appl. Res. 2024 - 0 citations - Show abstract - Cite 0.1% topic match

0.1%

0.0

2024

[97] Meta AI literacy scale: Further validation and development of a short version M. Koch, ..., and M. Latoschik Heliyon 2024 - 0 citations - Show abstract - Cite 0.1% topic match

0.1%

2.8

2024

[98] Impact of Artificial Intelligence (AI) in Library Services Chandramani Kailash Gajbhiye International Journal For Multidisciplinary Research 2024 - 2 citations - Show abstract - Cite - PDF Abstract: The integration of Artificial Intelligence (AI) into Library and Information Science (LIS) has gained significant attention in recent years, offering promising opportunities to enhance library services and user experiences. This paper presents a comprehensive review of the literature on AI in LIS, synthesizing key themes, findings, and implications from existing research. The review identifies various opportunities afforded by AI technologies, including improved information retrieval, personalized recommendation systems, virtual assistance, data analytics, and digital preservation. Scholars highlight the potential of AI to revolutionize library services, streamline operations, and promote accessibility and inclusivity. However, the review also discusses several challenges and limitations associated with AI implementations in LIS, such as algorithmic bias, privacy concerns, digital divide, cost and resource requirements, and ethical considerations, Researchers emphasize the need for careful consideration of these challenges to ensure responsible and equitable AI user in libraries. User perspectives and experiences with AI-driven library services are examined, revealing insights into adoption factors, user preferences, and concerns about privacy, data quality, and trust in AI technologies. The evolving roles and skills of librarians and information professional in the AI era are also discussed, highlighting the importance of digital literacy, data management, and ethical decision-making. Case studies and best practices showcase successful examples of AI implantation in libraries, providing valuable lessons learned and insights for library practitioners. Finally, future directions and research agenda for AI in LIS are identified, including the development of AI-driven tools are services, exploration of ethical and social implications, and interdisciplinary collaborations to advance understanding and innovation in this rapidly evolving field. Overall, the review underscores the transformative potential of AI in LIS while emphasizing the importance of addressing challenges and ethical considerations to ensure responsible AI implantation and maximize its benefits for libraries and their patrons. 0.1% topic match

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0.0

2024

[99] From Dewey to Deep Learning: Exploring the Intellectual Renaissance of Libraries through Artificial Intelligence Jan Mohd Mala Journal of Information and Knowledge 2024 - 0 citations - Show abstract - Cite 0.1% topic match

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0.0

2024

[100] Redefining the Concept of Literacy: a DigCompEdu extension for Critical Engagement with AI tools Maria-Sofia Georgopoulou, ..., and C. Sgouropoulou 2024 9th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM) 2024 - 0 citations - Show abstract - Cite 0.1% topic match

0.1%

14.8

2019

[101] Designing for Complementarity: Teacher and Student Needs for Orchestration Support in AI-Enhanced Classrooms Kenneth Holstein, ..., and V. Aleven International Conference on Artificial Intelligence in Education 2019 - 84 citations - Show abstract - Cite 0.1% topic match

0.1%

4.3

2024

[102] Assessing the assessments: toward a multidimensional approach to AI literacy Gabriele Biagini Media Education 2024 - 3 citations - Show abstract - Cite - PDF 0.1% topic match

0.1%

0.0

2023

[103] Data Literacy as a Fundamental Component of Artificial Intelligence Education in Schools (Doctoral Consortium) Viktoriya Olari Proceedings of the 23rd Koli Calling International Conference on Computing Education Research 2023 - 0 citations - Show abstract - Cite 0.1% topic match

0.1%

3.3

2024

[104] Assessing the Impact of Generative Pre-Trained Transformers on AI Literacy and Public Awareness in India Subhodeep Mukhopadhyay Asian Journal of Information Science and Technology 2024 - 1 citations - Show abstract - Cite - PDF 0.1% topic match

0.0%

3.2

2024

[105] GLAT: The Generative AI Literacy Assessment Test Yueqiao Jin, ..., and Lixiang Yan ArXiv 2024 - 1 citations - Show abstract - Cite - PDF 0.0% topic match

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0.0

2024

[106] Utilizing AI in Liberal Arts Education Kyongae Yu Barun Academy of History 2024 - 0 citations - Show abstract - Cite 0.0% topic match

0.0%

3.0

2020

[107] Studying the Interactions Between Science, Engineering, and Computational Thinking in a Learning-by-Modeling Environment Ningyu Zhang, ..., and Jennifer L. Chiu Artificial Intelligence in Education 2020 - 14 citations - Show abstract - Cite - PDF 0.0% topic match

0.0%

13.0

2023

[108] Information and Media Literacy in the Age of AI: Options for the Future Peter Tiernan, ..., and Michael Scriney Education Sciences 2023 - 19 citations - Show abstract - Cite - PDF 0.0% topic match

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0.0

2024

[109] The Urgency of AI Integration in Teacher Training: Shaping the Future of Education Yunus Bekdemir Journal of Research in Didactical Sciences 2024 - 0 citations - Show abstract - Cite 0.0% topic match

0.0%

41.9

2023

[110] What do university students know about Artificial Intelligence? Development and validation of an AI literacy test Marie Hornberger, ..., and Claudia Nerdel Comput. Educ. Artif. Intell. 2023 - 62 citations - Show abstract - Cite 0.0% topic match

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0.0

2024

[111] Artificial violence. VAW and the dark side of artificial intelligence Simona Tirocchi Media Education 2024 - 0 citations - Show abstract - Cite 0.0% topic match

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0.8

2023

[112] Teaching Artificial Intelligence for Non-computer Science Students in Undergraduate Education: A Competency Framework and an AI Course (Doctoral Consortium) Kamilla Tenório Proceedings of the 23rd Koli Calling International Conference on Computing Education Research 2023 - 1 citations - Show abstract - Cite 0.0% topic match

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16.3

2020

[113] Designing AI Learning Experiences for K-12: Emerging Works, Future Opportunities and a Design Framework Xiaofei Zhou, ..., and Phoebe Lin ArXiv 2020 - 72 citations - Show abstract - Cite - PDF 0.0% topic match

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0.0

2023

[114] Measuring Artificial Intelligence Literacy of Pre-service Teachers at a University in Northwest China Chenqi Li, ..., and Xiangchun He 2023 Twelfth International Conference of Educational Innovation through Technology (EITT) 2023 - 0 citations - Show abstract - Cite 0.0% topic match

0.0%

0.0

2024

[115] Creative Explainable AI Tools to Understand Algorithmic Decision-Making Maalvika Bhat Proceedings of the 16th Conference on Creativity & Cognition 2024 - 0 citations - Show abstract - Cite 0.0% topic match

0.0%

21.3

2022

[116] Developing AI Literacy for Primary and Middle School Teachers in China: Based on a Structural Equation Modeling Analysis Leilei Zhao, ..., and Heng Luo Sustainability 2022 - 49 citations - Show abstract - Cite - PDF 0.0% topic match

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0.0

2024

[117] Establishing and evaluating trustworthy AI: overview and research challenges Dominik Kowald, ..., and Simone Kopeinik Frontiers in Big Data 2024 - 0 citations - Show abstract - Cite - PDF 0.0% topic match

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0.0

2024

[118] Literacy And Artificial Intelligence: Applications And Concerns Andreas Karatzas and Konstantinos Zogopoulos IOSR Journal of Humanities and Social Science 2024 - 0 citations - Show abstract - Cite Abstract: Background: The intersection of literacy and Artificial Intelligence (AI) holds transformative potential for education. AI can significantly enhance literacy by offering personalized learning approaches, automated assessments, and diverse educational applications. In this paper, specific examples of AI's role in literacy are provided, alongside discussions of challenges such as reduced human interaction and the risk of perpetuating educational inequalities. Emphasizing the ethical and social considerations in developing and using AI in education is crucial. Materials and Methods: Our research falls under exploratory studies and aimed to capture the current state in the field of Primary and Secondary Education educators regarding Artificial Intelligence. It was conducted through data collection via an anonymous questionnaire. The questionnaire was sent to all school units in the country through the Primary and Secondary Education Directorates in December 2023. Data were collected through the Google Form platform, and statistical processing was done using SPSS 28. The research sample was formed from the voluntary participation of N=1736 educators. A unique aspect of our research was that after the demographic information, participants were asked not to proceed with completing the questionnaire if they answered "Not at all" to question A1: How well do you know what Artificial Intelligence is? Thus, the first data showed that 51% of the participating educators knew nothing about AI, while 49% knew a little, a lot, or very much. After filtering out incomplete questionnaires, our sample was N=866, and data processing was based on this. Results: Our research aimed to explore educators' perceptions regarding the application of AI in literacy development and to identify the key factors influencing these perceptions. The theoretical framework highlighted the potential benefits of AI in education, such as personalized learning, automated assessment, and increased student engagement. Our findings largely align with this framework, indicating that educators recognize the positive effects of AI, particularly in areas such as efficient teaching methods and enhanced learning. Conclusion: The conclusion highlights the importance of harnessing AI for literacy development while fostering students' critical thinking to mitigate potential negative impacts. Initial findings from exploratory research on AI in education are also presented. 0.0% topic match

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120.3

2023

[119] GPT detectors are biased against non-native English writers Weixin Liang, ..., and James Y. Zou Patterns 2023 - 227 citations - Show abstract - Cite - PDF 0.0% topic match

0.0%

0.0

2024

[120] AI Literacy and Adaptive Learning in Moroccan Education: Advancing Critical Thinking and Personalized Learning Yassine Ismaili Research on Education and Media 2024 - 0 citations - Show abstract - Cite 0.0% topic match

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0.0

2024

[121] Contributory factors to attitudes towards the adoption of artificial intelligence technology in public academic libraries in South Africa A. Molaudzi and N. Marutha Information Development 2024 - 0 citations - Show abstract - Cite 0.0% topic match

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46.4

2023

[122] Emerging Technologies: Leveraging Digital Literacy for Self-Sufficiency Among Library Professionals Oyighan Diseiye, ..., and V. Kakwagh Metaverse Basic and Applied Research 2023 - 54 citations - Show abstract - Cite - PDF 0.0% topic match

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1.5

2023

[123] Development of AI Liberal Arts Curriculum for the General Public Yunjae Jang, ..., and Hosung Woo International Journal on Advanced Science, Engineering and Information Technology 2023 - 2 citations - Show abstract - Cite - PDF 0.0% topic match

0.0%

0.0

2025

[124] Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module Thu Ngan Ngo and David Hastie English for Specific Purposes 2025 - 0 citations - Show abstract - Cite 0.0% topic match

0.0%

5.6

2024

[125] Artificial intelligence literacy among university students—a comparative transnational survey Hasan M. H. Mansoor, ..., and Abdelmohsen Hamed Okela Frontiers in Communication 2024 - 2 citations - Show abstract - Cite 0.0% topic match

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4.1

2024

[126] AI-enhanced education: exploring the impact of AI literacy on generation Z’s academic performance in Northern India Ekamdeep Singh, ..., and Anju Singla Quality Assurance in Education 2024 - 2 citations - Show abstract - Cite Abstract: Purpose Artificial intelligence (AI) has the potential to address significant challenges in education, innovate learning and teaching practices and achieve SDG 4. However, existing literature often overlooks the behavioural aspects of students regarding AI in education, focusing predominantly on technical and pedagogical dimensions. Hence, this study aims to explore the significant relationships among AI literacy, AI usage, learning outcomes and academic performance of generation Z students in the Indian educational context. Design/methodology/approach The study used structural equation modelling (SEM) on Gen Z students born in the years 1997–2012 as a sample population for the research in the north Indian states like Punjab, Haryana, Himachal and regions like Chandigarh and N.C.R. Delhi. Findings The results established significant positive relationships between AI literacy, AI usage, AI learning outcomes and academic performance. Specifically, higher levels of AI literacy were associated with increased engagement with AI technologies and tools for learning purposes, leading to better learning outcomes and academic performance. The findings demonstrated that AI literacy plays a crucial role in providing effective learning experiences and fostering skills such as problem-solving and critical thinking among Gen Z students. Research limitations/implications The implications of the study include the significance of integrating AI education initiatives into curricula, prioritising professional development programmes for educators and making sure that every student has equitable access to AI technologies. Originality/value The study introduces a novel perspective by examining variables such as AI literacy, AI usage, AI learning outcomes and academic performance and developing a model that has not been previously studied. It provides a new discourse and proposes a framework uniquely combining AI-infused curriculum design, educator empowerment, robust assessment mechanisms and sustainable practices. 0.0% topic match

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0.6

2021

[127] Current Situation of Artificial Intelligence Education in Primary and Secondary Schools in China W. Xiao and Tong Song Retracted on September 15, 2021The Sixth International Conference on Information Management and Technology 2021 - 2 citations - Show abstract - Cite 0.0% topic match

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6.0

2022

[128] The Effects of AI on the Working Lives of Women Clementine Collett, ..., and Livia C. Gouvea https://doi.org/10.18235/0004055 2022 - 18 citations - Show abstract - Cite 0.0% topic match

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3.5

2024

[129] An Analysis of Integrating Artificial Intelligence in Academic Libraries Chakala Mallikarjuna SSRN Electronic Journal 2024 - 4 citations - Show abstract - Cite 0.0% topic match

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0.0

2024

[130] A Study on the Knowledge and Perception of Artificial Intelligence David M. Dettman Evidence Based Library and Information Practice 2024 - 0 citations - Show abstract - Cite Abstract: A Review of: Subaveerapandiyan, A., Sunanthini, C., & Amees, M. (2023). A study on the knowledge and perception of artificial intelligence. IFLA Journal, 49(3), 503–513. https://doi.org/10.1177/03400352231180230 Objective – To assess the knowledge, perception, and skills of library and information science (LIS) professionals related to artificial intelligence (AI). Design – 45 statements were distributed to 469 LIS professionals via Google Forms to collect primary data. 245 participants responded to the structured questionnaire. Setting – University and college libraries in Zambia. Subjects – Zambian library and information science professionals.Methods – A descriptive approach was employed for the study. Data was gathered via a questionnaire. “The objective was to assess the statistical relationship between the knowledge, perception, and skills of LIS professionals (the independent variables) and AI (the dependent variable)” (Subaveerapandiyan et al., p. 506). The survey used a 5-point Likert scale with (1) strongly disagree being the lowest score and (5) strongly agree the highest. Means and standard deviations are included in data display tables. Thematic analysis was employed to analyze the data. SPSS was used for data analysis.Main Results – Survey results are presented in three tables. Table 1, “Awareness of AI among LIS professionals,” contains 21 statements related to AI use in various library environments and services, including reference (finding articles and citations, content summarization, detecting misinformation), circulation of library materials, security and surveillance, character recognition and document preservation, research data management, language translation, and others. The authors note that 44.1 percent of the respondents agreed that “AI is essential for the effectiveness and efficiency of library service delivery, enabling libraries to enhance and offer dynamic services for their users” (Subaveerapandiyan et al., 2023, p. 506). Table 2, “Perception of AI among LIS professionals,” contains 10 statements. Over 85 percent of respondents either strongly agreed or agreed that AI “makes library staff lazy” while 58.1 percent either strongly agreed or agreed that AI is a “threat to librarians’ employment” (Subaveerapandiyan et al., 2023, p. 506). The authors note that the “respondents also indicated barriers to the adoption of AI in libraries, such as the lack of LIS professionals’ skills and budgetary constraints” (Subaveerapandiyan et al., 2023, p. 506). Table 3 lists 13 competencies required by library professionals in the AI era. The majority of the respondents (an average of 65 percent) were in strong agreement that “electronic communication, hardware and software, Internet applications, computing and networking, cyber security and network management, data quality control, data curation, database management … are necessary competencies required by LIS professionals for them to be proficient in AI” (Subaveerapandiyan et al., 2023, p. 506). 0.0% topic match

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2024

[131] A Comprehensive Study: AI Literacy as a Component of Media Literacy Miharaini Md Ghani, ..., and Moh. Khairudin Journal of Advanced Research in Applied Sciences and Engineering Technology 2024 - 0 citations - Show abstract - Cite 0.0% topic match

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3.6

2024

[132] The impact of AI on education and careers: What do students think? Sarah R. Thomson, ..., and Pauldy C. J. Otermans Frontiers in Artificial Intelligence 2024 - 1 citations - Show abstract - Cite Abstract: Introduction Providing one-on-one support to large cohorts is challenging, yet emerging AI technologies show promise in bridging the gap between the support students want and what educators can provide. They offer students a way to engage with their course material in a way that feels fluent and instinctive. Whilst educators may have views on the appropriates for AI, the tools themselves, as well as the novel ways in which they can be used, are continually changing. Methods The aim of this study was to probe students' familiarity with AI tools, their views on its current uses, their understanding of universities' AI policies, and finally their impressions of its importance, both to their degree and their future careers. We surveyed 453 psychology and sport science students across two institutions in the UK, predominantly those in the first and second year of undergraduate study, and conducted a series of five focus groups to explore the emerging themes of the survey in more detail. Results Our results showed a wide range of responses in terms of students' familiarity with the tools and what they believe AI tools could and should not be used for. Most students emphasized the importance of understanding how AI tools function and their potential applications in both their academic studies and future careers. The results indicated a strong desire among students to learn more about AI technologies. Furthermore, there was a significant interest in receiving dedicated support for integrating these tools into their coursework, driven by the belief that such skills will be sought after by future employers. However, most students were not familiar with their university's published AI policies. Discussion This research on pedagogical methods supports a broader long-term ambition to better understand and improve our teaching, learning, and student engagement through the adoption of AI and the effective use of technology and suggests a need for a more comprehensive approach to communicating these important guidelines on an on-going basis, especially as the tools and guidelines evolve. 0.0% topic match

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2025

[133] Student Insights on Boosting Cultural and Digital Literacy using AI based Education Tool Citra Anggia Putri, ..., and Anna Riana Suryanti Tambunan Proceedings of the 6th International Conference on Innovation in Education, Science, and Culture, ICIESC 2024, 17 September 2024, Medan, Indonesia 2025 - 0 citations - Show abstract - Cite 0.0% topic match

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0.0

2024

[134] ROLE OF ARTIFICIAL INTELLINGENCE C. Dixit, ..., and Shavej Ali Siddiqui International journal of Modern Achievement in Science, Engineering and Technology 2024 - 0 citations - Show abstract - Cite - PDF Abstract: Artificial intelligence (AI) in libraries refers to the growing trend of programming computers to perform tasks that traditionally role on human intelligence. The ultimate goal is to develop computer systems or machines that can think and act like humans, potentially revolutionizing the field of librarianship. Including expert systems to provide reference services, robots that perform tasks such as reading and shelving, and virtual reality for experiential rich learning. Although some fear that the integration of AI will create a divide between librarians and users, it is more likely that it will enhance their capabilities rather than replace their roles. This will lead to better service delivery, ultimately enhancing the relevance of libraries in our ever-changing digital society. This article aims to investigate different uses of AI in libraries, including concepts such as expert systems, natural language processing, pattern recognition, and robotics. It also explores the pros and cons of AI. In recent years, there has been a resurgence of interest in AI. This article aims to gather perspectives on how AI could impact academic libraries and consider the implications for library workRespondents emphasized the impact of AI on research and resource discovery, scientific publishing, and learning. Challenges include concerns about libraries ignoring development priorities, ethical considerations, transparency in AI decisions, and data quality. Some see it as a potential threat to jobs. The study identified different potential roles for academic libraries, such as collecting and managing data, acquiring AI tools and building infrastructure, and supporting users to navigate data direction and control. This article stands out as one of the first examinations of current expectations regarding the impact of AI on academic libraries. The authors propose the concept of smart libraries to encompass the potential influence of AI on libraries. 0.0% topic match

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0.0

2024

[135] Artificial Intelligence (AI) in Early Childhood Education, Exploring Challenges, Opportunities and Future Directions: A Scoping Review Rukhsana Durrani, ..., and Humaira Akram Qlantic Journal of Social Sciences 2024 - 0 citations - Show abstract - Cite 0.0% topic match

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0.0

2024

[136] A Framework for a Master’s in Applied Artificial Intelligence Program in Computer and Information Systems Discipline Abdur Shahid and Sushma Mishra Journal of Information Systems Education 2024 - 0 citations - Show abstract - Cite 0.0% topic match

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0.0

2024

[137] Expanding AI Awareness Through Everyday Interactions with AI: A Reflective Journal Study Ashish Hingle and Aditya Johri ArXiv 2024 - 0 citations - Show abstract - Cite - PDF 0.0% topic match

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0.2

2019

[138] Background of the Revision of the Secondary School Engineering Curriculum in the Context of the Society 4.0 J. Malach and Dana Vicherková International Conference on Interactive Collaborative Learning 2019 - 1 citations - Show abstract - Cite 0.0% topic match

0.0%

None

[139] Professional Development for Teachers in Artificial Intelligence and Data Literacy Viktoriya Olari, ..., and Ralf Romeike Journal Not Provided None - 0 citations - Show abstract - Cite 0.0% topic match

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5.6

2024

[140] Integrating Artificial Intelligence in Academic Libraries Mallikarjuna C DESIDOC Journal of Library & Information Technology 2024 - 5 citations - Show abstract - Cite - PDF 0.0% topic match

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7.4

2007

[141] Materials for Enabling Hands-On Robotics and STEM Education M. Matarić, ..., and David Feil-Seifer Journal Not Provided 2007 - 133 citations - Show abstract - Cite 0.0% topic match

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0.9

2021

[142] Research Experiences for Teachers in Machine Learning Kristen Jaskie, ..., and A. Spanias 2021 IEEE Frontiers in Education Conference (FIE) 2021 - 3 citations - Show abstract - Cite 0.0% topic match

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13.7

2019

[143] A Year in K-12 AI Education D. Touretzky, ..., and Deborah W. Seehorn AI Mag. 2019 - 71 citations - Show abstract - Cite 0.0% topic match

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2.7

2018

[144] Evolving practices and professional identity: How the new ways we work can reshape us as professionals and a profession Melissa Fraser-Arnott IFLA Journal 2018 - 17 citations - Show abstract - Cite 0.0% topic match

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