AI for Academic Libraries is a structured learning path from AI literacy to building your own tools – mapped to ACRL AI Competencies (2025) and grounded in the 4D Framework from Anthropic’s AI Fluency course.  Includes very basic information about AI tools up to vibe coding, workflow automation, agentic AI, and systems integration.  Geared to academic librarians but some paths would be applicable to all.

AI Literacy for Librarians and Educators – This is a paid course (currently ~$20) developed by Nicole Hennig and available through Udemy.  The asynchronous class is geared to library staff in general and provides opportunities for hands-on work with various different models and tools.

AI literacy essentials for academic libraries is an AI Microcourse from Clarivate and LibTech Insights. Choice and Clarivate have teamed up to develop an eight-week newsletter-based course on generative AI literacy for academic library workers.

AI Pedagogy Project – This interactive resource is designed to help you explore large language models (LLMs) and understand how they work, especially in educational settings. Whether you’re new to GenAI or looking to deepen your understanding, this guide offers a space to learn, experiment, and reflect.

Most of the major GenAI companies (Google, OpenAI, Anthropic, etc.) have basic training or certification for their own products if you have a preference for a particular tool.

AI Literacy: Usage and Teaching Strategies is an eLearning course through EBSCO. The full course takes 2 hours 37 minutes total to complete.

Common Sense Media’s AI Literacy Lessons for Grades 6-12 has created and published 9 short lessons about AI.

Common Sense Media’s AI Basics for K-12 Teachers aim to help teachers understand the basics of generative AI and its impact on education.

Crash Course: Artificial Intelligence features 20 AI crash courses on topics ranging from natural language processing to the future of AI.

Massachusetts Library Systems hosts a monthly AI Hour Community Chat, which features:

• ChatGPT and Generative AI Community Chat led by Jane Stimpson
• 3 parts: discussion of AI news, demo of an AI tool or use case, and an informal discussion
• Once a month on a Friday from 2-3pm ET

Artificial Intelligence Literacy

• Welcome to the AI Literacy Resource Guide
• Glossary of Terms

Artificial Intelligence in the Classroom: AI in Academic Libraries

• Articles about AI and Libraries
• Artificial Intelligence & Libraries Bibliography
• AI In the Library- Decision Time!
• Artificial Intelligence in Academic Libraries- What, How, Why

AI Literacy: A Toolkit for Educators and Students

• Welcome
• Welcome to the AI Literacy Toolkit
• Getting Started with AI Tools
• Common AI Chatbots
• Study, Research, and Learning AIs
• AI Image Generators
• AI & Privacy: You, Your Data, & Others
• Introduction: AI & Data Privacy
• AI & Data Privacy: Government Sources
• AI & Data Privacy: Peer-Reviewed Sources
• AI & Data Privacy: Popular Sources
• AI & Data Privacy: Terms of Use/Terms and Conditions
• AI and the Environment
• Introduction: AI & The Environment
• Big Tech & The Environment
• Cons: AI & The Environment
• Pros: AI & The Environment
• Active Learning Activities
• Engineering AI Prompts to Develop Keywords
• AI & Personal Information Commodification
• Checking for AI Misinformation
• Humans v. AI: Citation Showdown
• The ZODIAC Test

AI for Discovery and Review of the Literature: AI Literacy

• Examples of AI Literacy frameworks and standards
• AI Literacy Resources

AI, ChatGPT, and the Library: Generative AI and Information Literacy

• Introduction
• Generative AI and Information
• Checking Generative AI Output for Credibility
• Have Questions?

AI Literacy and Information Literacy: Introduction

• About this Guide
• Research Libraries Guiding Principles for Artificial Intelligence
• Crash Course in AI
• Related Resources

Artificial Intelligence: AI Literacy

• Being AI Literate
• AI Literacy in Higher Education
• What Generative AI Can and Cannot Do in Academia
• Considerations when Using AI Tools
• The CLEAR Framework
• Terms Related to Artificial Intelligence
• Indigenous Knowledge and Artificial Intelligence

AI Tools and Resources: AI Literacy

• What is AI Literacy?
• AI Literacy as Four Capabilities
• Related Literacies That Support AI Literacy
• References and Further Reading

AI and Teaching and Learning: AI Literacy

• Introduction
• AI Literacy Frameworks: Key Components

Artificial Intelligence: AI In Librarianship

• About Artificial Intelligence
• Guidelines and Framework
• Teaching, Learning and Research
• Videos and Webinars

Artificial Intelligence & Information Literacy: AI in Libraries

• AI In Libraries

Information Literacy for Library Staff: Artificial Intelligence (AI) 

• From a public library system with good introductory information

• Full report: Student Generative AI Survey 2026
• 95% of student use gen AI in some way, 94% to help with assessed work
• 49% believe AI has improved their student experience (saving time, improving understanding, providing instant support)
• Generating text is the most common use of AI by respondents
• May not reflect the usage trends of US students

• Report: AI in Higher Education: A Meta Summary of Recent Surveys of Students and Faculty
• Summarizes the results of surveys conducted in 2024 and 2025
• Global survey by the Digital Education Council found that 86% of students use AI in their studies
• Chegg survey across 15 countries found 80% of students worldwide have used generative AI tools in their studies 
  • 53% of respondents who had used AI expressed concern about receiving incorrect or inaccurate information
• Faculty use lags behind student use
  • Faculty in the US and Canada have a more negative view of AI
  • 65% of faculty worldwide see AI as an opportunity, only 57% in US and Canada

• Full report: Student Generative AI Survey 2026
• 95% of student use gen AI in some way, 94% to help with assessed work
• 49% believe AI has improved their student experience (saving time, improving understanding, providing instant support)
• Generating text is the most common use of AI by respondents
• May not reflect the usage trends of US students

• Report: The AI Challenge: Faculty Concerns About Generative AI in Higher Education
• 49% of 1,057 U.S faculty respondents believe the impact of generative AI tools will be more negative than positive in regards to their students’ future careers
• The report covers how faculty view not only the current AI landscape and its affect on their discipline, but also how academic institutions are preparing instructors and students to use AI, addressing AI literacy, and impacting the integrity of the degrees offered

• Report: Report on Student Attitudes Towards AI in Academia
• 2024 University of Illinois Chicago report from a survey of undergraduate and graduate students
• Key findings indicate that clear guidelines on acceptable use and academic dishonesty related to AI is necessary, AI literacy should be a focus, communication with faculty needs to be improved, and to ensure that AI does not replace genuine learning

• Report: New College Board Research: Faculty Express Near-Universal Concern That Student AI Use Undermines Original Writing and Critical Thinking
• Survey of 3,000 US college faculty from summer 2025 found majority negative view of AI
• AI use is widespread among both students and faculty for writing or summarizing content
• More than 84% of respondents indicate that AI usage reduces critical thinking in students
• Calls for evidence-based policy development to guide faculty on appropriate use and continued support

• Report: How AI Is Changing–Not ‘Killing’–College
• 1,047 students from 166 institutions were surveyed
• 85% of students have used generative AI in coursework in the last year
• Students indicate that their use focuses on supplementing their learning rather than fully generating reports, but they are concerned about impacts to their critical thinking
• Opinions on faculty use of AI tools in preparing instructional material is fairly evenly split with 43% feeling somewhat to very positively and 39% feeling somewhat to very negatively about it
• Students are aware that AI is impacting the job market and are interested in learning how to use tools ethically in professional settings

• This article discusses the results of the summer 2025 USC study 
• After the results of all three studies were reviewed, the key recommendations were (7):
• Encourage instrumental use to improve learning rather than avoid it
• Design AI tools with scaffolds like AI for Brainstorming and Editing (ABE) that help students engage with their ideas and refine their reasoning
• Support teaching with training on different tools and ethical guidance
• Address equity in AI access and use to address how students access tools and the impacts these use disparities can exacerbate

• 2025 AI in Education Trends Report blog
• Full report: AI in Action: How Students Have Fully Normalized AI in the Classroom
• Approximately 1,100 respondents in the US enrolled in two- and four-year college as undergraduates or graduates
• AI usage is already clearly defined in student populations, especially as students start their work
• Suggests the need for updated teaching and assignment formats rather than restrictions on usage

• Full article: Information technology and libraries at 50: The 1990s in review (Bowers, 2018)
• Librarians were involved in including “consideration of copyright and intellectual property, security, authorization, and a need for information literacy in the form of user navigation” in discussions of digital catalogs (9)
• One researcher “noted the need for librarians to become experts in non-library technology, to keep pace with developments outside of the profession” (10)
• “By the end of the 1990s we were seeing usability studies for specific populations and those with accessibility difficulties” (10)
• In embracing digital and electronic resources, librarians “expanded the conversation to include data in all forms, and data sets of various kinds, well beyond traditional library materials” (10)
• “information seekers were already beginning to bypass libraries and look for such information from other sources” (11)
• Describes librarians as early adopters and embracers of technological change
• In 1991, “the time the future existence of libraries was questioned by many” (12)
• “By the end of the 1990s, libraries had been greatly transformed by technology. Many libraries had automated, workflows continued to adjust in all areas of library work, and most libraries had at least partially incorporated elements of using the Internet along with providing computer access to library users.”

• Full article: 21st century libraries: Changing from the group up (Pierce, 2021)
• “libraries have morphed into full-service community centers that aim to meet a wide variety of civic and social needs”
• Implementation of makerspaces and rentable equipment to meet community needs
• Need for continuous evolution to meet changing needs

• Full article: Librarians in the age of the internet: Their attitudes and roles (Grazia Melchionda, 2007)
• “‘Academic librarians were the first to jump on the Internet bandwagon, since the backbones originated in research universities’” (124)
• Some traditionalists who “almost despised the huge presence of internet-related technologies” due to “its chaos, its lack of structure and of knowledge organization” (125)
• Major difficulties with transitioning to internet categorized as:
• Fear of change – unable or unwilling to adjust to new technologies
• Sense of menace – prior to internet, librarians felt like gatekeepers, whereas information was more openly available
• Unsure scenarios – changes to the field could not be accurately predicted
• Technostress – new expectations of competency
• Lack of standardization – in metadata, preservation and future access, and standards of authority
• Lack of quality – given the vast variety of pages; librarians not trained to use the internet properly
• Competition of search engines and commercial tools – many different tools for finding resources, resulting in lower physical attendance/use of library facility
• Points of success:
• New paradigm – librarians are key to making sense of internet resources and enabling users to create their own spaces online
• Revolution – far-reaching changes, especially for daily job responsibilities for librarians
• “Dramatic changes in scholarly communication” (129)
• Great opportunity – improving librarians’ roles within the information society and institutions by expanding their role in information transmission 
• Challenge for the profession – more opportunities for providing information and address inequity in information access