农业图书情报学报2025，Vol.37Issue(7)：50-60,11.DOI:10.13998/j.cnki.issn1002-1248.25-0231
生成式AI赋能数字图书馆信息素养教育:路径探索、挑战分析与应对策略
Generative AI Empowering Information Literacy Education in Digital Libraries:Path Exploration,Challenge Analysis,and Response Strategies
摘要
Abstract
[Purpose/Significance]In the digital era,information literacy has evolved from an academic skill into a fundamental competency that is essential for civic participation and lifelong learning.Traditional information literacy education in digital libraries is faced with significant challenges including the need for standardized content delivery,limited interactivity,high development costs,and insufficient user engagement.The rapid advancement of generative artificial intelligence(GenAI)technologies presents an unprecedented opportunity to transform information literacy education by leveraging powerful capabilities in natural language processing,personalized interaction,and content generation.This study represents a pioneering systematic exploration of how GenAI can be strategically integrated into digital library information literacy education,It addresses a critical gap in existing research,which primarily focuses on general educational applications rather than library-specific contexts.The research strengthens the theoretical basis of AI-enhanced library education and offers practical advice to institutions adopting innovative educational technologies while upholding quality and ethical standards.[Method/Process]This study employs a comprehensive mixed-method approach combining systematic literature review,theoretical analysis,and conceptual framework development.The methodology is grounded in well-established information literacy frameworks,particularly the ACRL Framework,which provides a foundation for breaking down information literacy education into five key components:information need identification,retrieval strategy development,resource evaluation,information management,and ethics education.A four-dimensional challenge analysis framework was constructed encompassing content quality and credibility,pedagogical methods and learning outcomes,ethics and social equity,and operational considerations.The research synthesizes evidence from emerging AI-enhanced education practices,preliminary library applications,and educational technology literature to develop comprehensive application pathways and strategic responses.[Results/Conclusions]The research identifies specific GenAI integration pathways across the complete information literacy process.Applications include intelligent dialogue guidance for need identification,simulated training environments for retrieval skills,controlled assessment materials for evaluation practice,and interactive ethical scenario simulations.Four primary challenge categories are revealed:content quality issues including AI hallucination and embedded biases;pedagogical challenges such as over-dependence risks and assessment complexity;ethical concerns encompassing data privacy and algorithmic discrimination;and operational challenges including implementation costs and staff capability requirements.Strategic responses include human-AI collaborative review mechanisms,process-oriented task design emphasizing critical thinking,transparent ethical governance frameworks,and comprehensive staff development initiatives.The study emphasizes librarian role transformation toward learning facilitators,AI literacy educators,and ethics advocates.Despite contributions,limitations include reliance on theoretical analysis rather than empirical validation and insufficient attention to user group heterogeneity.To ensure equitable and effective AI-enhanced information literacy education,future research should prioritize empirical outcome studies,case studies of pioneering implementations,and development of library-specific AI tools.关键词
生成式人工智能/AI素养/数字图书馆/信息素养教育/图书馆员角色Key words
generative artificial intelligence/AI literacy/digital library/information literacy education/the role of a librarian分类
社会科学引用本文复制引用
沈洪杰,沈洪伟,王均莉..生成式AI赋能数字图书馆信息素养教育:路径探索、挑战分析与应对策略[J].农业图书情报学报,2025,37(7):50-60,11.基金项目
吉林大学教师教学发展研究项目"吉林大学教师信息素养调查与能力提升策略研究"(419080801026) （419080801026）
