Jul 2026· Education for Information· 0 citations· 52 references
TL;DR
The findings indicate that AI literacy integration is at its infancy stage, with integration patterns continuing to evolve, and is constrained by numerous challenges, including limited access to licensed AI tools, outdated infrastructure, lack of staff training, insufficient institutional support, ethical and data privacy concerns, and the absence of standardized pedagogical frameworks.
Abstract
Artificial intelligence (AI) literacy has emerged as an important component of information literacy (IL) instruction in academic libraries. As the field is still evolving, the review provides a timely snapshot of an emerging research domain rather than definitive conclusions. A total of 2,126 records were initially identified through searches across seven databases, and 32 studies were included for the detailed analysis in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The findings indicate that AI literacy integration is at its infancy stage, with integration patterns continuing to evolve, and is constrained by numerous challenges, including limited access to licensed AI tools, outdated infrastructure, lack of staff training, insufficient institutional support, ethical and data privacy concerns, and the absence of standardized pedagogical frameworks. At the same time, the literature highlights emerging pedagogical framework, technological platforms, and institutional initiatives, which should be interpreted as provisional patterns. Regardless of these challenges, emerging evidence indicates that AI tools can enhance IL instruction by fostering critical thinking and responsible use. The results can be valuable to academic librarians, educators, and policymakers in making informed and strategic decisions about integrating AI literacy into IL instructional practices.
This paper conceptualizes AI literacy as an extension rather than a replacement of information literacy and argues that academic libraries are uniquely positioned to mediate this transition due to their longstanding expertise in critical inquiry, ethical information use, and learner-centered pedagogy.
Vafa Mammadova· Proceedings of the Internati...· 0 citations
Rapid advancement of the Artificial Intelligence (AI) transformed the education system and particularly the STEM. In this case AI literacy has entered into scene as a requisite skill that educators need to possess to effectively integrate AI technologies in teaching and learning processes. The present study article is a scientific literature review of the research subject of AI literacy in STEM educators according to PRISMA (Preferred Reporting Items to Systematic Reviews and Meta-Analyses) template. The review presents the findings of selected peer-reviewed articles in order to comment on the conceptualization, central dimensions, educational practices, issues, and the emergent trends of AI literacy. The findings reveal that AI literacy is a multidimensional construct which constitutes of five broad dimensions which include conceptual understanding, technical skills, pedagogical integration, ethical awareness and data literacy. Though it was only in recent studies that the issue of holistic competencies has been addressed, all the prior studies were highly technical, and did not give much consideration to pedagogical and ethical factors. Other AI-based pedagogical applications cited in the review are intelligent tutoring system, adaptive learning system and AI-powered assessment and feedback system which can be used to enhance the efficiency of teaching and to make learning personal. Despite such developments, it has also come with several challenges that include teacher training, poor infrastructure, ethical and privacy issues, and unwillingness to adopt technology among the learners and policy loopholes. At the same time, new directions covered by AI-driven curriculums, inter-disciplinary pedagogy, career progression and growth, institutional and academic reforms of the policy level imply the growing institutional and academic interest in AI literacy. The article concludes that the literacy regarding AI is the solution to educating teachers in STEM disciplines to meet the demands of the increasingly technological educational landscape. However, the unavailability of the standardized hierarchy of AI literacy can be regarded as the primary flaw that needs to be filled by further studies to develop the frameworks and methods of its evaluation on the same platform. The findings of this review may be educative to teachers, policymakers, and researchers and contribute to the creation of the strategy that is efficient to integrate AI in STEM education.
Dr. Pooja· International journal of res...· 0 citations
The digital information ecosystem has undergone significant changes as a result of the rapid development of generative artificial intelligence (generative AI), especially in the process of information creation, dissemination and use. This development has challenged the conventional information literacy paradigm that has emphasized the evaluation of sources based on accuracy, authority and reliability. In an increasingly complex digital environment, the information literacy approach is now seen to shift from mere evaluation to information verification to ensure the validity and accuracy of the information used. Therefore, this study aims to examine how the information literacy framework is re-evaluated in the era of generative AI and identify new skills needed by users to navigate information generated by AI. This study uses a Systematic Literature Review (SLR) approach guided by the PRISMA framework to ensure that the process of identifying, screening, assessing eligibility and selecting studies is carried out transparently and systematically. A total of 673 articles published between 2022 and 2026 were identified through a systematic search using keywords related to information literacy, AI literacy, generative AI and information verification. After removing duplicate records and excluding studies that did not meet the inclusion criteria and articles that did not have accessible full text, a total of 53 studies were selected for the final analysis. The data obtained were analyzed using thematic analysis methods to identify key themes, research trends and existing research gaps. The study findings show that generative AI has challenged traditional source evaluation practices by producing content that appears convincing but potentially contains inaccuracies, algorithmic bias and AI hallucinations. This study also emphasizes the importance of information verification practices, the use of cross-referencing sources, and the integration of AI literacy into the information literacy framework as an essential competency in the digital age. This study concludes that information literacy needs to be redefined with greater emphasis on information verification to enable users to evaluate information more critically and accurately in the face of the challenges of the information environment driven by generative AI.
Laila Rasyida binti Linezam, Siti Nor Sarah binti Mokhtar, Mohd Razilan Abdul Kadir· International journal of res...· 0 citations
This study aimed to investigate the status of information literacy (IL) competencies of visually impaired students (VIS), challenges being faced by them, and the emerging role of stakeholders (such as libraries, library schools, government, administrators and policymakers) promoting inclusive IL instruction and practices.
A systematic review was conducted following updated PRISMA guidelines. A search query was formulated, and data were extracted from relevant major indexing and abstracting databases. Finally, a total of 30 relevant studies were selected for this review. A comprehensive quality appraisal was performed to evaluate the methodological transparency and reporting quality of the included studies.
The findings of the study revealed that IL skills among VIS vary across contexts, ranging from limited and basic to moderate and emerging levels. The findings identified limited or basic IL skills, often linked to the absence of formal IL instruction, lack of accessible learning environments and reliance on peers or instructors. The challenges being faced by VIS extended beyond the scarcity of accessible content, stemming from interrelated structural barriers at institutional, technological, infrastructural and socio-cultural levels. This study also identified the emerging role of stakeholders, including the role of libraries, library schools, administrations and policymakers.
This study proposed a conceptual framework toward an inclusive IL ecosystem in LIS consisting of five integrated domains, including learner or VIS capacities, required technological infrastructure, IL pedagogical integration, institutional governance and the essential proactive role of librarians. This framework suggests that sustainable IL development evolves as a structural harmony between these five domains.
Mussarat Sultan, Syeda Hina Batool, Muhammad Rafiq· Performance Measurement and...· 0 citations
Information literacy (IL) enhances individuals’ ability to navigate diverse information sources efficiently. Well-structured information literacy instruction (ILI) fosters improved information usage in formal and informal settings. This study aims to systematically review the impact of ILIs.
The Scopus and Web of Science bibliographic databases were used for the literature search, retrieving 1,907 records. Following the PRISMA framework, 30 studies met the inclusion criteria. These studies were conducted in the USA, Canada, the UK and some Asian and African countries.
Pre-post-test assessments are widely used to measure ILI effectiveness, with performance-based evaluations proving more reliable than IL self-efficacy-based evaluations. The USA has taken the notion of embedded librarianship/embedding ILI to a particular course or entire course very seriously and has benefited from it. Evidence-based, practical approaches are more appropriate for designing ILIs. Factors like sociocultural background, learning styles and the maturity level of attendees significantly influence ILI effectiveness. Compared to standalone sessions, ongoing small-scale training programs yield better IL competency.
This study outlines a future research agenda, acknowledging a dearth of research on the impact of IL effectiveness and IL skill evaluation in the Indian context.
This study’s findings will provide valuable insights into developing practical approaches to designing competent ILIs for different stakeholders worldwide.
The study systematically discusses the evidence on effectiveness of ILI programs, highlighting appropriate assessment methods and the value of continuous, integrated, and context-specific approaches.
Mithu Anjali Gayan, Olympia Kurmi, Nabanita Roy et al.· Global Knowledge Memory and...· 0 citations
It is proposed that mathematical literacy in the AI era should extend beyond traditional competencies to include the ability to critically evaluate AI-generated outputs, identify algorithmic limitations, and use AI responsibly a construct this review tentatively terms Mathematical AI Literacy.
Andi Mangaraja, D. Hasibuan, Ramadhan Herianto et al.· Mathline : Jurnal Matematika...· 0 citations
