生成式人工智能在图书馆信息素养教育中的机遇、挑战与发展方向——一项范围综述

doi:10.13998/j.cnki.issn1002-1248.24-0614

Abstract

Abstract:

[Purpose/Significance] In the rapidly evolving digital landscape, generative artificial intelligence (GenAI) has emerged as a transformative force in information literacy (IL) education, presenting unprecedented opportunities and challenges for library-based learning environments. This scoping review comprehensively examines the integration of GenAI within IL education, moving beyond theoretical frameworks to provide a nuanced analysis of practical applications and strategic implementations. In contrast to existing research that primarily emphasizes technological capabilities, this study explores the profound implications of GenAI on educational paradigms and provides critical insights into the systematic transformation of library IL services in the AI era. [Methods/Process] Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, 51 key literature sources selected from the SSCI, A\&HCI, and CSSCI databases were systematically analyzed. The comprehensive analytical framework encompassed four key dimensions: technology acceptance, educational framework construction, AI literacy cultivation, and the integration of artificial intelligence with IL education. This methodological approach enabled a thorough exploration of current practices while identifying critical gaps in existing research. [Results/Conclusions] The results show that GenAI significantly enhances IL education through personalized learning experiences and improved digital teaching effectiveness. Tools such as ChatGPT have significant potential to promote adaptive learning environments and improve student engagement. The research identifies four primary areas of impact: 1) creating dynamically adaptive learning environments tailored to individual needs, 2) enhancing critical thinking through interactive scenarios, 3) facilitating cross-disciplinary knowledge integration, and 4) generating innovative educational content and resources. However, the study also identifies several critical challenges, including concerns about data accuracy concerns, inherent algorithmic biases, risks to academic integrity, and the potential weakening of independent thinking skills due to over-reliance on AI systems. To address these challenges, the research proposes a comprehensive framework that includes: 1) robust ethical guidelines for the implementation of GenAI, 2) systematic assessment mechanisms to monitor learning outcomes, 3) critical thinking training programs, and 4) strategies to maintain academic integrity and intellectual autonomy. The study emphasizes that the integration of GenAI is more than a technological change - it represents a fundamental shift towards AI literacy education. This evolution will require learners to develop skills beyond traditional IL skills, including understanding AI ethics, legal frameworks, and using AI technologies to solve problems. Future research directions should focus on conducting empirical studies in different educational contexts, developing adaptive teaching frameworks that balance technological innovation with traditional educational values, and investigating the long-term impact of GenAI integration on learning outcomes. By systematically examining the opportunities, challenges, and development trajectories of generative AI, this study provides valuable insights for libraries and educational institutions seeking to optimize their IL programs in the AI era. The findings not only contribute to the theoretical understanding of the role of GenAI in education, but also provdie practical guidance for integrating advanced technologies into traditional educational frameworks, ultimately fostering a more adaptive, intelligent, and personalized learning ecosystem.

Key words: generative AI, information literacy education, AI literacy, ChatGPT, scoping review

CLC Number:

G249.2

Fan YUAN, Jia LI. Opportunities, Challenges, and Future Directions for Generative Artificial Intelligence in Library Information Literacy Education: A Scoping Review[J].Journal of Library and Information Science in Agriculture, 2024, 36(9): 44-57.

Figures/Tables 2

Fig.1

Table 1

Research themes and representative citations"

子主题	代表性引文
主题一：GenAI在图书馆知识服务中的影响与应用
教师与学生对AI技术的接受	研究通过技术接受模型（TAM）探讨影响教师与学生接受AI技术的因素，强调提高教师对AI技术认有助于其在数字化教学中应用^[20]
ChatGPT在图书馆教学场景中的实践应用	在图书馆信息素养教学中利用ChatGPT生成论文进行案例教学，以提高学生和教师对GenAI工具功能及局限的认知^[21-23]
GenAI在图书馆教师馆员角色定位中的作用	采用CATWOE分析方法探讨图书馆员在教学中应用GenAI的可能性^[24]
主题二：GenAI在信息素养教育领域的接受与教学应用
高校学生AI素养能力评估	研究采用定量研究方法，深入分析大学生的AI素养水平，并探讨其与教育培训、态度、兴趣等因素的相关性^[25]
AIGC在图书馆知识服务中的价值评估与风险管理	研究深入探讨GenAI在图书馆知识服务中的应用价值，同时分析其可能带来的异化风险和数字伦理问题^[26]
GenAI能对高校图书馆的影响及应对策略研究	研究详细分析ChatGPT等GenAI在高校图书馆的应用场景，揭示其面临的挑战，并提出针对性的应对策略^[27,28]
主题三：AI与信息素养融合发展与信息素养教育框架延伸构建
AI素养形成的关键因素	探讨数字鸿沟、认知吸收和计算思维在人工智能素养中的作用^[29]
全球AI素养教育内容框架的构建	研究参考全球AI素养框架和国际标准，构建适用于中国的AI素养教育内容框架，该框架涵盖人工智能认知、技能、应用和伦理4个维度^[30]
图书馆在AI能力建设中的策略	研究基于B-Wheel模型，采用设计思维方法，提出图书馆在AI技术能力建设中的具体策略^[31]
主题四：AI素养教育框架构建与图书馆在AI素养教育中的作用
数字化环境下信息素养的构建	研究对全球大学图书馆网站上的信息素养服务和项目进行内容分析，评估其在数字化环境中的实施效果^[32]
信息素养教育与虚假信息处理的融合	讨论了图书馆如何在信息素养教学中应用批判性理论与方法，以有效处理误生成式深度虚假信息^[26,33]
GenAI对信息焦虑及数字素养的影响	研究深入探讨GenAI在图书馆知识服务中的应用价值，同时分析其可能带来的异化风险和数字伦理问题^[34]

Table 1

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Opportunities, Challenges, and Future Directions for Generative Artificial Intelligence in Library Information Literacy Education: A Scoping Review

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