Evaluating the impact of AI on information literacy and critical thinking in academic libraries

Abstract

In a time of rapid digital innovation and widespread data availability, it is more crucial than ever to integrate technology and critical thinking skills in higher education (HE) settings (Essien et al, 2024). This study aims to explore how AI affects critical thinking and information literacy in academic libraries and higher education. Critical thinking, defined as the ability to evaluate information, challenge assumptions, and generate innovative solutions, is fundamental in business education (Essien et al, 2024). Recent studies indicate a shift in university education focus from discipline-specific knowledge towards developing critical thinking and problem-solving abilities, addressing concerns that graduates may lack these critical skills. Over the past 20 years, library services have undergone significant change, and artificial intelligence has unexpectedly contributed to this evolution. It has permeated as a modern technology for library operations (Jha, 2023).

Statement of the research problem The main purpose of this study is to investigate the implications of AI on information literacy and critical thinking skills in HE and academic libraries. The objectives of this study are therefore:  To assess whether the use of AI risks diminishing information literacy skills such as critical thinking, evaluating information, and finding credible sources. To evaluate the advantages and disadvantages of integrating AI in academic libraries and its role in enhancing or undermining information literacy education. To propose strategies for academic libraries to effectively integrate AI into information literacy education while enhancing critical thinking skills. Methodology This study utilized desk research as its primary method, reviewing 13 journal articles relevant to the impact of AI on information literacy and critical thinking in HE and academic libraries. Six articles focused on critical thinking and information literacy, two on integrating AI in libraries, three on the impact of AI in HE and libraries, and one on reshaping education in the AI era. One article was deemed irrelevant due to its focus on AI and critical thinking in middle school. Findings (preliminary) The findings for this research at the time of writing this abstract are preliminary (few reviews of journal articles have been conducted and the analysis is in the state of near completion). Currently the following findings are emanating at this stage:

 AI integration could improve both basic and advanced critical thinking skills, as outlined in Bloom’s Taxonomy. Teachers' roles may shift from information deliverers to guides for responsible AI use, emphasizing ethical considerations.  Critical thinking remains multifaceted and influenced by factors beyond AI integration.  The use of AI in libraries is growing, with potential to transform services such as cataloguing, referencing, and library management.

Recommendations Libraries should require users to validate AI outputs and educate them about the biases and limitations of AI in order to prevent a decline in critical thinking. To ensure that AI enhances rather than replaces human judgment, a balanced approach that combines librarian expertise for advanced critical thinking support with AI automation for routine tasks is used. Frequent evaluations of AI's effects on user skills can support libraries in keeping an emphasis on lifelong learning and intellectual engagement.