Moving towards critical AI literacy in LIS education: a scoping review and syllabi analysis.
Purpose: The purpose of this study is to investigate generative artificial intelligence (AI) literacy integration within library and information science (LIS) educational programs, examining how academic curricula prepare future professionals to engage critically and competently with AI technologies...
| Publicado en: | Electronic Library Vol. 43; no. 5; pp. 798 - 818 |
|---|---|
| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Emerald Publishing Limited
2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189668887&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189668887 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02640473 2OJ jtl: Electronic Library issn: 02640473 maglogo: N pubinfo: dt: 2025 vid: 43 iid: 5 pid: 465 pub: Emerald Publishing Limited artinfo: ui: 189668887 189668887 189668887 10.1108/EL-06-2025-0224 189668887 ppf: 798 ppct: 20 formats: tig: atl: Moving towards critical AI literacy in LIS education: a scoping review and syllabi analysis. aug: au: Bridges, Laurie Lopezosa, Carlos Centelles Velilla, Miquel Ferran-Ferrer, Núria affil: Faculty of Information and Audiovisual Media, Universitat de Barcelona, Barcelona, Spain, and Libraries and Press, Oregon State University, Corvallis, Oregon, USA sug: subj: Computer Literacy Evaluation Librarianship Education Artificial Intelligence, Generative Utilization Teaching Materials Evaluation Curriculum Evaluation Professional Competence Evaluation Course Content Evaluation Human Scoping Review Conceptual Framework Teaching Methods Interinstitutional Relations Education, Interdisciplinary Ethics, Professional Social Justice Psychological Well-Being Algorithms Privacy and Confidentiality Funding Source Curriculum Development Learning Environment Education, Baccalaureate Education, Masters Education, Post-Doctoral Content Analysis Critical Race Theory Sex Factors Politics Software Design Culture Outcomes of Education Environmental Sustainability Descriptive Statistics Data Analysis Software ab: Purpose: The purpose of this study is to investigate generative artificial intelligence (AI) literacy integration within library and information science (LIS) educational programs, examining how academic curricula prepare future professionals to engage critically and competently with AI technologies. Design/methodology/approach: A dual methodological approach combining a systematic scoping review of AI literature in LIS and a detailed analysis of syllabi from leading international LIS programs is used. The review identifies emerging trends and frameworks, while the syllabi analysis examines practical implementation. Findings: The investigation reveals significant pedagogical fragmentation and global inequities in the integration of AI literacy in LIS programs, characterized by a lack of consensus around the frameworks used, institutional disparities and false dichotomies between technical and critical pedagogies. Research limitations/implications: This study highlights the risks of stratification, where some programs offer sophisticated interdisciplinary training, while others provide only technical instruction, potentially fragmenting the global LIS community, at a time when coordinated responses to AI's implications are crucial. Practical implications: While many programs have implemented basic AI literacy, there is uneven global integration of critical AI literacy, which more closely aligns with the profession's values of social justice and democratic well-being (ALA, 2023; IFLA, 2025). Social implications: Research addresses the profession's obligation to serve as ethical information stewards in an algorithmic age, emphasizing that graduates must leverage AI capabilities while critically examining implications for information equity, privacy and democratic participation (ALA, 2023; IFLA, 2025). Originality/value: This research bridges the gap between conceptual developments in LIS research and practical educational implementation, providing the first comprehensive analysis of AI literacy operationalization across international LIS curricula. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|