Aug 2026· Proceedings of the International Academic Conference on Education· Vol 3, pp. 32-43· 0 citations· 26 references
TL;DR
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.
Abstract
The rapid integration of artificial intelligence (AI) into higher education is reshaping teaching, learning, and knowledge production, prompting academic libraries to reconsider their pedagogical roles. Traditionally positioned as key actors in developing information literacy, libraries are now increasingly confronted with the need to foster AI literacy, which is understood as the ability to critically understand, evaluate, and ethically engage with AI-driven systems. This paper offers a theoretical exploration of the transition from information literacy to AI literacy and examines how this shift redefines library pedagogy. Drawing on established information literacy frameworks and emerging scholarship on AI literacy, the paper conceptualizes AI literacy as an extension rather than a replacement of information literacy. It argues that academic libraries are uniquely positioned to mediate this transition due to their longstanding expertise in critical inquiry, ethical information use, and learner-centered pedagogy. The discussion highlights key pedagogical dimensions of AI literacy, including algorithmic awareness, data ethics, transparency, bias, and responsible use of generative AI tools in academic contexts. The paper further positions librarians as pedagogical partners and learning facilitators who support students and faculty in navigating AI-enhanced learning environments. By reframing AI literacy within a critical and human-centered pedagogical approach, the study underscores the strategic role of academic libraries in promoting informed, reflective, and ethical engagement with AI technologies. The paper concludes by outlining implications for library teaching practices and future research directions in library-based AI pedagogy.
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continuing to evolve, and is constrained by numerous challenges, including limited access to licensed AI tools, outdated infrastructure, lack of staff training, insufficient institutional support, ethical and data privacy concerns, and the absence of standardized pedagogical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.
K. Mirza, Muhammad Arif· Education for Information· 0 citations
In increasingly digital and AI-mediated educational environments, adult learners are required to navigate complex information landscapes shaped by artificial intelligence, digital platforms, and algorithmically generated content. In such contexts, digital literacy can no longer be understood solely as the acquisition of technical competencies. Rather, contemporary digital literacy requires the evaluative and reflective capacities traditionally associated with critical literacy, including the ability to question assumptions, critically evaluate information, engage dialogically with knowledge, and recognise the technological and ideological systems that shape contemporary communication and knowledge production. Consequently, critical literacy has become particularly important within adult and lifelong learning as learners seek to participate meaningfully and ethically within digitally mediated societies. Drawing on Freirean pedagogy and transformative learning theory, this paper revisits critical literacy as a reflective, emancipatory, and socially situated practice grounded in critical consciousness and perspective transformation. It explores how digital technologies can support the development of critical literacy when embedded within learner-centred pedagogies. It further examines the pedagogical potential of digital tools including digital badges, Turnitin Clarity, and Gather to foster reflection, dialogue, writing development, communicative learning, and evaluative judgement. Rather than positioning technology as inherently transformative, this paper argues that it is the pedagogical framing of digital tools that determines their capacity to support critical engagement and learner agency, preserving human criticality within AI-mediated educational systems. This paper highlights the continuing relevance of transformative learning theory in contemporary digital contexts and argues that critical reflection and dialogic learning remain central to adult education in an era shaped by artificial intelligence and digital communication. It concludes that critically informed digital pedagogies can create meaningful opportunities for learners to develop the reflective and evaluative capacities necessary for informed participation in contemporary digital society.
It is argued that Indonesian public universities are well positioned to operationalize this bridge through curriculum-embedded AI literacy modules, lecturer digital-competence development, and institutional policy anchored in Pancasila values of responsible, collective knowledge use.
Jusman Jusman, MS AndiTrisnowali, Jusman Tang et al.· Journal of Intelligent Decis...· 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 review proposes an AI–Pedagogy–Engagement–Critical Thinking (AI-PECT) framework in which AI capabilities influence educational outcomes through pedagogical mediation and learner agency, while AI literacy, teacher competence, infrastructure, assessment design and ethical governance operate as important contextual conditions.
Sonam Bansal and Vijay Kumar Lamba· International Journal of Adv...· 0 citations
The rapid expansion of Generative Artificial Intelligence (GenAI) has been reshaping teaching, learning, and knowledge production practices, creating new challenges for teacher education in Basic Education. In this context, Artificial Intelligence (AI) literacy has emerged as an essential competency for educators to use these technologies in a critical, ethical, and pedagogically meaningful manner. This study aims to analyze the contributions of the specialized literature to the understanding of AI literacy as a foundational dimension of teacher education in Basic Education. This is a qualitative study developed through an analytical-interpretative literature review based on national and international publications recognized as key references in the contemporary debate on Artificial Intelligence, education, teacher education, media literacy, critical thinking, and digital ethics. The analysis of the selected studies revealed a broad consensus regarding the potential of AI to support personalized learning, instructional planning, the development of educational resources, and pedagogical innovation, provided that its use is guided by pedagogical intentionality and effective teacher mediation. Conversely, the literature highlights challenges related to intellectual authorship, algorithmic bias, information reliability, personal data protection, academic integrity, and the lack of public policies aimed at continuing teacher professional development. As its main theoretical contribution, this study proposes understanding AI literacy as a multidimensional construct organized into five interdependent dimensions: conceptual, pedagogical, ethical, critical, and professional development. It concludes that consolidating AI literacy is a strategic prerequisite for enabling teachers to act autonomously, responsibly, and reflectively in educational contexts increasingly mediated by intelligent systems, thereby strengthening pedagogical practices committed to human development, digital citizenship, and educational innovation.
Swanson Abreu Saraiva Santos, Cecília Lima Corrêa de Oliveira, Alcino Franco de Moura Júnior· Revista de Estudos Interdisc...· 0 citations
