Navigating the Intersection of AI and Information Literacy: Essential Competencies for Librarians

Competencies for the Use of Generative AI in Information Literacy Instruction

Presented by Paul Pival, Librarian at the University of Calgary

Introduction

During the Library 2.0 Mini-Conference on AI and Libraries, Paul Pival delivered a presentation titled "Competencies for the Use of Generative AI in Information Literacy Instruction." The session focused on identifying the essential competencies that librarians should possess to effectively incorporate generative artificial intelligence (AI) into information literacy instruction.

Frameworks vs. Competencies

Paul began by distinguishing between frameworks and competencies. While frameworks serve as blueprints outlining how various components fit together (analogous to building a house), competencies are the specific skills and knowledge required to execute those plans (the materials needed to build the house).

He referenced the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education, noting that it is broad enough to encompass generative AI. He highlighted that efforts are underway, led by professionals like Dr. Leo Lo, to update the framework to explicitly address generative AI.

ACRL Framework and Generative AI

Paul discussed how the six frames of the ACRL Framework relate to generative AI:

1. Authority is Constructed and Contextual: Emphasizing the importance of assessing content critically and acknowledging personal biases when evaluating AI-generated information.
2. Information Creation as a Process: Understanding how large language models (LLMs) generate content and accepting the ambiguity in emerging information formats.
3. Information Has Value: Recognizing the need to cite AI-generated content appropriately and verifying the accuracy of AI-provided citations.
4. Research as Inquiry: Utilizing AI tools to break down complex problems and enhance inquiry-based learning.
5. Scholarship as Conversation: Engaging in dialogues with AI tools, understanding that they are conversational agents rather than traditional search engines.
6. Searching as Strategic Exploration: Acknowledging that searching is iterative and that AI tools complement but do not replace traditional academic databases.

Essential Competencies for Librarians

Paul proposed four key competencies that librarians should develop to effectively use generative AI in information literacy instruction:

1. Understanding How Generative AI Works:
   • Familiarity with the leading AI models, referred to as "Frontier Models," including GPT-4, Google's Gemini 1.0, and Anthropic's Claude 3.
   • Investing time (at least 10 hours per model) to become proficient with their nuances.
   • Recognizing accessibility issues, such as subscription costs and geographical restrictions, which contribute to the digital divide.
2. Recognizing Bias in AI Models:
   • Understanding that AI models are trained on vast internet data, including biased and harmful content.
   • Acknowledging that the programming and training data may not represent diverse worldviews.
   • Being aware of potential overcorrections and content filtering issues.
3. Identifying and Managing Hallucinations:
   • Recognizing that AI models may generate false or fabricated information, including non-existent citations.
   • Understanding the concept of "hallucinations" in AI and their implications for information accuracy.
   • Exploring solutions like Retrieval Augmented Generation (RAG) to mitigate hallucinations by incorporating domain-specific knowledge bases.
4. Ethical Considerations:
   • Evaluating the ethical implications of using AI tools, including environmental impacts and labor practices.
   • Understanding legal issues related to copyright and content usage.
   • Considering the potential for AI tools to disseminate disinformation.

Resources and Continuous Learning

Paul emphasized the importance of continuous learning and adaptability in AI literacy. He provided several resources for further exploration:

• ACRL Framework for Information Literacy Toolkit
• ACRL Framework for Information Literacy Sandbox
• "Reimagining Information Literacy Instruction: Framework for the Future" by Amy James and Ellen Filgo
• ACRL's Generative AI Task Force

Conclusion

In conclusion, Paul highlighted that AI literacy is not static but evolves with technological advancements. He urged librarians to:

• Educate themselves on generative AI tools and their implications.
• Integrate AI competencies within existing information literacy frameworks.
• Stay informed about ethical considerations and emerging issues.
• Promote continuous learning to adapt to the rapidly changing AI landscape.

By developing these competencies, librarians can better serve their patrons and help navigate the complexities introduced by generative AI in information literacy instruction.

Contact Information

You can connect with Paul Pival on social media platforms under the handle @ppival.