This framework expands the scope of traditional information literacy by including the collaborative production and sharing of information in digital environments. It emphasises critical thinking and ethical participation in social media and online communities ( Young & Brady, 2022 ; Kendrick et al., 2022 ; Jiang & Gu, 2022 ).
Published in Chapter:
Information Literacy in the Artificial Intelligence Sphere
Selema Tebogo Molopa (Cape Peninsula University of Technology, South Africa),
Ontebetse Mothopeng (Cape Peninsula University of Technology, South Africa),
Mbali Zulu (Cape Peninsula University of Technology, South Africa),
Ednah Mokale Kgasi (Cape Peninsula University of Technology, South Africa), Nyameka Mila-Ndenge (Cape Peninsula University of Technology, South Africa), Nokuthula Ndlovu (Cape Peninsula University of Technology, South Africa),
Cavall Jocelyn Moira Barends (Cape Peninsula University of Technology, South Africa), Xabiso Xesi (Cape Peninsula University of Technology, South Africa), and Yanga Levi (Cape Peninsula University of Technology, South Africa)
Copyright: © 2024
|Pages: 28
DOI: 10.4018/979-8-3693-1143-1.ch006
Abstract
Artificial intelligence (AI) is a disruptive technology that has the potential to revolutionise how information is accessed, processed, and utilised. AI has the capability to personalise learning experiences, provide tailored recommendations, and enhance information retrieval processes, thereby contributing to the development of critical information literacy (IL) skills among library users. This study aims to examine the impact of AI on teaching and improving IL in higher education by determining the use and approaches used for IL provisioning in academic libraries. It also examines how IL pedagogy and librarian roles have evolved in response to new learning settings and AI technologies.