Research on AI Literacy Education Practice Models in
University Libraries in the Context of AIGC: Based on the Investigation of 60
World-Class University Libraries

Abstract

Abstract:

University libraries play an important role in improving AI literacy among academic communities in the AIGC era. This study conducts a survey of 60 university libraries, focusing on the 47 libraries that have developed AI literacy education as research objects. It explores the practice models of AI literacy education in university libraries from four dimensions: education subjects, target audiences, education approaches, and contents. Based on the survey results, recommendations are proposed to enhance AI literacy education in Chinese university libraries, including strengthening collaboration with external entities, adapting programs to different audiences, implementing stage-based education tailored to different formats, and establishing a comprehensive curriculum framework.

Key words: AI literacy, Artificial intelligence, University libraries

Zai Bingxin, Ye Lan, Lin Weiming, Hu Yansong (Shenzhen University Library).

Research on AI Literacy Education Practice Models in University Libraries in the Context of AIGC: Based on the Investigation of 60 World-Class University Libraries [J]. Libraly Journal, 2024, 43(404): 89-102.

References

[ 1 ] International Federation of Library Associations and Institutions（IFLA）. Developing a library strategic response to Artificial Intelligence[EB/OL]. [2024-01-07]. https://www.ifla.org/developing-a-library-strategic-response-to-artificial-intelligence/.

[ 2 ] Association of Research Libraries （ARL）. Research Libraries Guiding Principles for Artificial Intelligence[EB/OL]. [2024-08-17]. https://www. arl.org/resources/research-libraries-guiding-principles-for-artificial-intelligence/.

[ 3 ] Association of College and Research Libraries （ACRL）. 2024 Top Trends in Academic Libraries[EB/OL]. [2024-08-17]. https://crln.acrl. org/index.php/crlnews/article/view/26379/34322.

[ 4 ] Wong G， Ma X， Dillenbourg P， et al. Broadening artificial intelligence education in k-12： where to start?[J]. ACM Inroads，2020，11（1）：20—29.

[ 5 ] Ng D T K， Leung J K L，Chu K W S， et al. Conceptualizing AI literacy：an exploratory review[J]. Computers and Education： Artificial Intelligence，2021，2（1）：100041.

[ 6 ] Ng D T K， Leung J K L， Chu K W S，et al. AI Literacy： definition， teaching， evaluation and ethical issues [J]. Proceedings of the Association for Information Science and Technology， 2021，58（1）： 504—509.

[ 7 ] 黄如花，石乐怡，吴应强，等. 全球视野下我国人工智能素养教育内容框架的构建[J]. 图书情报知识，2024，41（3）：27—37.

[ 8 ] 李廷翰，张素芳. 高校用户AI 素养框架探索[J/ OL]. 图书馆论坛，1—9[2024-08-16]. http://kns.cnki. net/kcms/detail/44.1306.G2.20240729.1022.002.html.

[ 9 ] 施雨，茆意宏. 人工智能素养的概念、框架与教育[J/OL]. 图书馆论坛，1—12[2024-08-16]. http://kns.cnki. net/kcms/detail/44.1306.G2.20240612.1634.004. html.

[10] 康娜，郝亚楠，李芳芳，等. 面向医学生的人工智能素养能力框架构建[J]. 大学图书情报学刊， 2024，42（3）：46—51.

[11] 刘彩娥，韩丽风. AIGC 背景下高校信息素养教育的发展[J]. 大学图书馆学报，2024，42（2）： 46—51.

[12] 邱瑾，黄茂汉. 生成式人工智能对高校图书馆的影响及应对策略——以ChatGPT 大型语言模型为例[J]. 图书馆工作与研究，2024（3）：58—66.

[13] 龚芙蓉. ChatGPT 类生成式AI 对高校图书馆数字素养教育的影响探析[J]. 图书情报知识， 2023，40（5）：97—106；156.

[14] Michalak R. Fostering undergraduate academic research： rolling out a tech stack with AI-powered tools in a library[J]. Journal of Library Administration，2024，64（3）：335—346.

[15] Bridges L， McElroy K，Welhouse Z. Generative artificial intelligence： 8 critical questions for libraries[J]. Journal of Library Administration， 2024，64（1）：66—79.

[16] 李睿，邵长远，李妙玲，等. AIGC 时代学科馆员人工智能素养现状及提升策略研究[J]. 图书馆学研究，2024（6）：121—129.

[17] Lo Leo S. Evaluating AI literacy in academic libraries： asurvey study with a focus on U.S. employees[J]. University of New Mexico Digital Repository， 2024，85（5）:635-668.

[18] 周琼，徐亚苹，蔡迎春. 高校学生人工智能素养能力现状及影响因素多维分析[J]. 图书情报知识，2024，41（3）：38—48.

[19] 苏文成，郭浩然，卢章平，等. 我国高校学生群体人工智能素养评价指标体系构建及实效性验证[J/OL]. 图书馆建设，1—25[2024- 08-17]. http://kns.cnki.net/kcms/detail/23.1331. G2.20240624.1801.004.html.

[20] 李楠，刘申奥，吉久明. 连续统视域下高校学生智能素养评价体系构建[J/OL]. 情报理论与实践，1— 13[2024-08-17]. http://kns.cnki.net/kcms/detail/11.1762. G3.20240812.1042.002.html.

[21] 张静蓓，虞晨琳，蔡迎春. AI 素养教育：全球进展与展望[J/OL]. 图书情报知识：1—12[2024- 04-22]. http://kns.cnki.net/kcms/detail/42.1085. g2.20240312.1734.006.html.

[22] 黄如花，石乐怡，高天玥. 全民数字素养教育：全球图书馆界在行动[J]. 图书与情报，2024（3）： 1—12.

[23] 宰冰欣，叶兰，胡燕菘. 国外高校图书馆AI 素养教育调查研究——基于AI LibGuide 的分析[J/OL]. 大学图书馆学报：1—15[2024-07-09]. http://kns.cnki. net/kcms/detail/11.2952.G2.20240708.0904.002.html.

[24] Johnson S， Owens E， Menendez H， et al. Using ChatGPT-generated essays in library instruction[J]. The Journal of Academic Librarianship，2024，50（2）： 102863.

[25] 闵克香，冯扬. 赋能未来：上海图书馆AI 素养教育实践与思考[J/OL]. 晋图学刊：1—14[2024- 07-02]. http://kns.cnki.net/kcms/detail/14.1022. G2.20240514.1607.002.html.

[26] Times Higher Education. World University Rankings 2024[EB/OL]. [2024-01-05]. https:// www.timeshighereducation.com/world-university-rankings/2024/world-ranking.

[27] Australian National University. Generative AI[EB/OL]. [2024-06-11]. https://libguides.anu.edu.au/generative-ai.

[28] The University of Chicago. AI， the Library， and the future[EB/OL]. [2024-06-11]. https://www.lib. uchicago.edu/about/news/ai-the-library-and-the-future/.

[29] The University of Chicago. Democracy and A.I. The Encroaching Machine： Reframing Rights in the Age of A.I.[EB/OL]. [2024-06-11]. https://www.lib.uchicago. edu/about/news/democracy-and-aithe-encroaching-machine-reframing-rights-in-the-age-of-ai/.

[30] University of Sydney. AI in Education[EB/OL]. [2024- 06-11]. https://canvas.sydney.edu.au/courses/51655.

[31] Imperial College London. Introduction to generative AI tools [EB/OL]. [2024-06-11]. https:// www.imperial.ac.uk/admin-services/library/ learning-support/workshops/lunchtime-workshops/ digital-and-information-skills/.

[32] University of Melbourne. DSMU-AI and academic publishing[EB/OL]. [2024-06-11]. https:// rduevents.unimelb.edu.au/event/1680-dsmu-ai-and-academic-publishing.

[33] Hong Kong Baptist University. HKBU Library Staff Guidelines for the Use of Generative AI[EB/ OL]. [2024-06-11]. Toolshttps://hkbu.libguides. com/generative-ai/home.

[34] The University of Queensland. Artificial Intelligence Module Overview [EB/OL]. [2024-01-27]. https:// uq.pressbooks.pub/digital-essentials-artificial-intelligence/chapter/module-overview/.

[35] University of Adelaide. Artificial Intelligence[EB/OL]. [2024-06-11]. https://libguides.adelaide.edu.au/ c.php?g=959585&p=7046039.

[36] United Nations Educational， Scientific and Cultural Organization. AI competency frameworks for school students and teachers[EB/OL]. [2024-06-11]. https:// www.unesco.org/en/digital-education/ai-future-learning/competency-frameworks.

[37] United Nations Educational， Scientific and Cultural Organization. Draft AI competency frameworks for teachers and for school students[EB/OL]. [2024- 06-11]. https://www.unesco.org/sites/default/files/ medias/fichiers/2024/07/UNESCO-Draft-AI-competency-frameworks-for-teachers-and-school-students_0.pdf.

[38] EDUCASE. A Framework for AI Literacy[EB/OL]. [2024-06-11]. https://er.educause.edu/articles/ 2024/6/a-framework-for-ai-literacy.

[39] Long D， Magerko B. What is AI literacy? competencies and design considerations[C]// Proceedings of the 2020 CHI conference on human factors in computing systems. New York： Association for Computing Machinery，2020：1—16.

[40] 杨鸿武，张笛，郭威彤. STEM 背景下AI 素养框架的研究[J]. 电化教育研究，2022，43（4）：26—32.

[41] 蔡迎春，张静蓓，虞晨琳，等. 数智时代的AI 素养：内涵、框架与实施路径[J/OL]. 中国图书馆学报：1—17[2024-07-09]. http://kns.cnki.net/kcms/ detail/11.2746.G2.20240219.1413.002.html.

[42] 张银荣，杨刚，徐佳艳，等. AI 素养模型构建及其实施路径[J]. 现代教育技术， 2022，32（3）：42—50.

[43] 王奕俊，王英美，杨悠然. 高等院校AI 素养教育的内容体系与发展理路[J]. 黑龙江高教研究， 2022，40（2）：26—31.

[44] The Hong Kong University of Science and Technology. AI Literacy for End-Users： Comparison of GenAI Tools[EB/OL]. [2024-06-11]. https://libguides.hkust. edu.hk/c.php?g=960683&p=7005016.

[45] Hong Kong Baptist University. Getting Started with Generative AI： List of AI tools[EB/OL]. [2024-06-11]. https://hkbu.libguides.com/generative-ai/list.

[46] University of Calgary. Artificial intelligence[EB/ OL]. [2024-01-07]. https://LibGuides.ucalgary.ca/ c.php?g=733971&p=5278508.

[47] LO L S. The CLEAR path： A framework for enhancing information literacy through prompt engineering[J]. The Journal of Academic Librarianship，2023，49（4）：1—3.

[48] University of Toronto.Introduction to Prompt Engineering for Information Literacy[EB/OL]. [2024-06-11]. https://libcal.library.utoronto.ca/ event/3788352.

[49] Macquarie University. Referencing Generative AI and why students should take the CRAAP test： Advice from the Library[EB/OL]. [2024-06-11]. https:// teche.mq.edu.au/2023/03/suggested-strategies-for-referencing-generative-ai-and-why-your-students-should-take-the-craap-test-advice-from-the-library/.

[50] University of Toronto. Artificial Intelligence for Image Research[EB/OL]. [2024-06-11]. https://guides. library.utoronto.ca/image-gen-ai/critical-evaluation.

[51] University of British Columbia. Generative AI and ChatGPT[EB/OL]. [2024-06-11]. https://guides. library.ubc.ca/GenAI/Evaluating.

[52] University of Alberta. Using Generative AI[EB/OL]. [2024-06-11]. https://guides.library.ualberta.ca/ generative-ai/evaluation.

[53] University of Toronto. Generative AI tools and Copyright Considerations[EB/OL]. [2024-06-11]. https://onesearch.library.utoronto.ca/copyright/ generative-ai-tools-and-copyright-considerations.

[54] The University of New Mexico. UNM joins Ithaka S+R in making AI generative for higher education[EB/OL]. [2024-06-11]. https://news. unm.edu/news/unm-joins-ithaka-s+r-in-making-ai-generative-for-higher-education.

[55] University of Calgary. AI Consultation Form[EB/OL]. [2024-06-11]. https://ucalgary.libwizard.com/f/AI-Consultation-Form.

Research on AI Literacy Education Practice Models in University Libraries in the Context of AIGC: Based on the Investigation of 60 World-Class University Libraries

PDF(CN)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 0

Recommended Articles

Metrics

Comments