关键词: 协同理论, AI素养教育, “双一流”高校图书馆

Abstract:

[Purpose/Significance] The development of artificial intelligence (AI) technology has brought both opportunities and challenges, redefining users' knowledge and capabilities. It is necessary to re-examine and build new capabilities suitable for the era of AI-AI literacy. As the main institution of information literacy education in higher education, university libraries have inherent advantages in carrying out AI literacy education. The research aims to explore the development path of AI literacy education in university libraries and assist them in better cultivating high-quality talent that meetS the needs of the AI era. [Method/Process] The practice of AI literacy education in university libraries is influenced by multiple interwoven factors and is essentially a complex, open and dynamic system. Therefore, introducing collaborative theory into this practical field provides guidance for the collaborative development of AI literacy education in university libraries in China. Through online research on the implementation of AI literacy education in libraries of 42 "Double First-Class" universities in China, a collaborative framework for AI literacy education in university libraries in China from the perspective of collaborative theory was constructed, starting from the educational subjects, educational objects, educational forms and educational contents, and the current collaborative status of each element was analyzed. [Results/Conclusions] The results show that the AI literacy education in domestic university libraries is characterized by the establishment of cooperative relationships by the main body, the emphasis on group mutual learning for the objects, the importance placed on platform complementarity in the form, and the focus on knowledge and skills in the content. Based on the collaborative framework and the research results, the following development paths are proposed: The first is the main body network layer, which requires the establishment of a diversified multi-party collaborative network, the creation of a specialized and composite team, and the improvement of a long-term collaborative management mechanism. The second is the object mutual assistance layer, which should be based on the two-way empowerment role positioning and the establishment of a two-way interactive education platform. The third is the form optimization layer, which should integrate online and offline educational carriers and design a classified and stratified curriculum system. The fourth is the content empowerment layer, which should develop a local framework for AI literacy theory, balance popularizing knowledge and deepening skills, and strengthen thinking cultivation and ethics education. Thus, AI literacy education will evolve from a scattered approach to a systematic one. It will shift from a single-subject focus to an integrated one, and from superficial to profound.

Key words: synergy theory, AI literacy education, libraries of "Double First-Class" universities