Type of Presentation
Panel
Conference Strand
Outreach and Partnership
Target Audience
Higher Education
Second Target Audience
K-12
Location
Ballroom C
Relevance
AI literacy is intrinsically tied to information literacy, and this presentation seeks to help librarians make connections, both with departmental faculty at their universities and with students struggling to find their place in a rapidly evolving information landscape significantly altered by AI. A core part of the presentation is discussing personal information literacy frameworks that faculty can use as guidance in communicating with students about ethical and responsible use of AI tools. Our credit-bearing course integrates AI literacy into traditional information literacy and relies on those frameworks to teach students to think critically about those tools and how they affect information use.
Proposal
Artificial Intelligence (AI) tools have become increasingly integrated into the classroom, requiring faculty across disciplines to reconsider how critical thinking skills are being impacted by AI. Academic libraries, long the centers of information access and literacy, are well positioned to confront the issues surrounding AI and address its influence on the wider information landscape. Three academic librarians have taken the lead at their university in encouraging faculty to be thoughtful and intentional about their own understanding of information literacy by developing a personal information literacy framework. This reflective process codifies the mental models all users create when interacting with information and the evolving information landscape, which clearly communicates to students what acceptable use of AI tools looks like in their classroom. Literature indicates that students want training on how to utilize AI tools professionally and ethically and want to openly discuss the risk and benefits of AI tools (Flaherty, 2025). Much like a teaching philosophy encourages faculty to consider their pedagogical approach, these frameworks elicit faculty to define their own standards for ethical and responsible use of information and AI tools. With the current pace of innovation, faculty are encouraged to update their framework as technology and the information landscape continue to evolve.
This presentation will highlight evolving research on AI and information literacy as applicable to librarians and departmental faculty members with the intention to support students in their educational journey. Attendees will learn how to develop a personal information literacy framework, how to teach faculty to do the same, and what impact this can have on students. An example framework will be provided as guidance for those creating their own for the first time. Presenters will encourage librarians to take the lead on AI literacy by expanding traditional information literacy concepts to an AI-augmented classroom by assuring departmental faculty have the tools to provide clear, ethical, and meaningful guidance to their students resulting in thoughtful, independent users of AI tools rather than passive consumers.
Flaherty, C. (2025, August). How AI is changing—not ‘killing’—college. Inside Higher Ed. https://www.insidehighered.com/news/students/academics/2025/08/29/survey-college-students-views-ai
Short Description
This presentation will encourage librarians to take the lead on AI literacy by expanding traditional information literacy concepts to an AI-augmented classroom and to reach out to their departmental faculty to embrace these concepts and provide clear, ethical, and meaningful guidance to their students. Three academic librarians will provide their perspectives on working with faculty to introduce information literacy frameworks which will allow them to create clear expectations for students and prepare them for their professional lives.
Keywords
Information literacy, AI literacy, Pedagogy
Publication Type and Release Option
Presentation (Open Access)
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Shumate, Scott E.; Harris, Jenny; and Bandel, Stephanie, "Beyond the Buzzwords: Working with Faculty to Create AI-Informed Personal Information Literacy Frameworks" (2026). Georgia International Conference on Information Literacy. 6.
https://digitalcommons.georgiasouthern.edu/gaintlit/2026/2026/6
Beyond the Buzzwords: Working with Faculty to Create AI-Informed Personal Information Literacy Frameworks
Ballroom C
Artificial Intelligence (AI) tools have become increasingly integrated into the classroom, requiring faculty across disciplines to reconsider how critical thinking skills are being impacted by AI. Academic libraries, long the centers of information access and literacy, are well positioned to confront the issues surrounding AI and address its influence on the wider information landscape. Three academic librarians have taken the lead at their university in encouraging faculty to be thoughtful and intentional about their own understanding of information literacy by developing a personal information literacy framework. This reflective process codifies the mental models all users create when interacting with information and the evolving information landscape, which clearly communicates to students what acceptable use of AI tools looks like in their classroom. Literature indicates that students want training on how to utilize AI tools professionally and ethically and want to openly discuss the risk and benefits of AI tools (Flaherty, 2025). Much like a teaching philosophy encourages faculty to consider their pedagogical approach, these frameworks elicit faculty to define their own standards for ethical and responsible use of information and AI tools. With the current pace of innovation, faculty are encouraged to update their framework as technology and the information landscape continue to evolve.
This presentation will highlight evolving research on AI and information literacy as applicable to librarians and departmental faculty members with the intention to support students in their educational journey. Attendees will learn how to develop a personal information literacy framework, how to teach faculty to do the same, and what impact this can have on students. An example framework will be provided as guidance for those creating their own for the first time. Presenters will encourage librarians to take the lead on AI literacy by expanding traditional information literacy concepts to an AI-augmented classroom by assuring departmental faculty have the tools to provide clear, ethical, and meaningful guidance to their students resulting in thoughtful, independent users of AI tools rather than passive consumers.
Flaherty, C. (2025, August). How AI is changing—not ‘killing’—college. Inside Higher Ed. https://www.insidehighered.com/news/students/academics/2025/08/29/survey-college-students-views-ai
