Abstract:

[Purpose/Significance] The rise of Generative Artificial Intelligence (AIGC) has made "prompt literacy" a crucial skill for effective human-AI interaction. However, there are significant gaps in public competency that risk widening the digital divides Libraries, as foundational institutions for literacy and access, are ideally positioned to address this need. This study aims to clearly define the core roles of libraries in cultivating public prompt literacy and to develop a practical, actionable framework to guide their efforts in the AIGC era, thereby enhancing their social relevance and service impact. [Method/Process] This research employs a qualitative, multi-stage approach. First, a comprehensive literature review was conducted to analyze and synthesize the theoretical conception and multi-dimensional structure of prompt literacy. Second, through a strategic analysis of libraries' inherent functions and societal mandates, the study systematically proposes a tripartite role orientation. Third, building on this role definition, an integrated practical framework was constructed. This framework synthesizes insights from library science, educational design, and technology ethics, and is informed by an examination of early innovative practices from libraries globally, moving from conceptual roles to actionable strategies. [Results/Conclusions] The study concludes that to effectively foster public prompt literacy, libraries must consciously adopt and integrate three core roles. First, as an educational guide, libraries must transition from information providers to facilitators of critical thinking and technical skill-building, specifically in human-AI collaboration. Second, as technology adapters, they must act as crucial intermediaries, assessing, curating, and sometimes tailoring AI tools to lower access barriers and meet diverse user needs. Third, as an ethical guardian, they have a responsibility to navigate the risks associated with AIGC, such as misinformation, bias, and privacy concerns, thereby fostering a trustworthy information environment. From this integrated role orientation, a detailed four-dimensional practical path is formulated. 1) Resource construction involves building a multi-layered support system, including a repository of reusable prompt templates for common and discipline-specific tasks, as well as educational materials highlighting ethical pitfalls and case studies. 2) A hierarchical education system requires the design and delivery of differentiated instructional programs. These programs range from gamified workshops for youth and students, to advanced, discipline-integrated training for researchers and professionals, and from patient, needs-based, low-barrier tutorials for seniors to programs for the digitally disadvantaged. 3) Service integration emphasizes the importance of seamlessly embedding prompt literacy support into core library services and user workflows. This includes integrating prompt design assistance into research consultations, embedding literacy modules into academic course curricula in partnership with faculty, and demonstrating AIGC applications in everyday life through community programs. 4) Ethical regulation requires the operationalization of ethical principles through explicit policies for library AI use, transparent communication with users about AI-assisted services, the development of ethical checklists and assessment tools, and the fostering of community dialogue on AI ethics. This comprehensive framework gives libraries a strategic roadmap for translating the importance of early prompt literacy development into practical, long-lasting, services. Implementing this approach allows libraries to strengthen their public education mission in the digital age, establish themselves as vital and adaptable community hubs, and play a pivotal role in fostering a more literate, equitable, and ethically conscious society amid rapid AI advancements. Future research could focus on assessing the impact of these interventions and identifying the skills necessary for librarians to fulfill these new roles successfully.

Key words: AIGC, prompt literacy, library, role orientation, practical path, information literacy