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Journal of library and information science in agriculture ›› 2025, Vol. 37 ›› Issue (7): 19-34.doi: 10.13998/j.cnki.issn1002-1248.25-0357

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An Investigation and Enlightenment on the Current Status of AI Literacy Education in Nordic University Libraries

JIANG Yumeng   

  1. Zhongnan University of Economics and Law Library, Wuhan 430073
  • Received:2025-06-01 Online:2025-07-05 Published:2025-09-29

Abstract:

[Purpose/Significance] The rapid advancement of artificial intelligence (AI) has fundamentally transformed academic research and information services. This makes AI literacy education a critical part of the strategy for academic libraries. As AI technologies become integrated into various aspects of scholarly activities, including literature searches, data analysis, academic writing and publishing, libraries must expand their traditional information literacy programs to include comprehensive AI competencies. This study focuses on analyzing AI literacy education practices in Nordic academic libraries, which are recognized for their progressive approaches to digital education and technology integration. By examining these international exemplars, the research aims to provide valuable references for academic libraries in China. The findings will help libraries develop systematic approaches to equip faculty and students with both technical AI skills and critical understanding of AI's ethical implications, ultimately supporting the cultivation of future-ready talents in the digital era. [Method/Process] This research employed a web-based survey methodology to investigate AI literacy education programs in 23 academic libraries across Nordic countries (Denmark, Finland, Norway, and Sweden). The study systematically analyzed four key dimensions of these programs: educational stakeholders (including libraries, faculty, and IT departments), target audiences (undergraduates, graduate students, researchers, and faculty), educational content (covering both technical skills and ethical considerations), and instructional formats (such as workshops, courses, and online modules). The selection of Nordic libraries as case studies was based on their established reputation in digital literacy education and early adoption of AI-related services. Data collection focused on publicly available information about each library's AI education initiatives. The analysis particularly emphasized how these libraries integrated AI literacy within their existing information literacy frameworks while addressing the specific needs of different user groups. [Results/Conclusions] The investigation revealed several effective practices in AI literacy education. First, successful programs typically involved collaboration among multiple stakeholders, with libraries working closely with academic departments, IT services, and sometimes external partners to develop comprehensive curricula. Second, the content was carefully designed to address different competency levels, from basic AI awareness for undergraduates to advanced applications for researchers. Third, most programs balanced technical instruction with critical discussions about ethical challenges such as algorithmic bias and data privacy. Fourth, diverse delivery methods were employed, including hands-on workshops, credit-bearing courses, and self-paced online modules, allowing for flexibility in learning. For Chinese academic libraries seeking to enhance their AI literacy offerings, these findings suggest several practical recommendations: establishing cross-departmental collaboration mechanisms to pool expertise and resources; developing tiered educational content that caters to users with varying needs and backgrounds; incorporating both technical training and ethical discussions into the curriculum; and adopting flexible teaching formats to maximize accessibility. Future development should focus on creating localized AI literacy frameworks that consider China's unique educational context and technological landscape, while maintaining international perspectives through continued dialogue with global peers.

Key words: AI literacy, nordic countries, university library, AI literacy education

CLC Number: 

  • G258.6

Table 1

Current status of AI literacy education in Nordic university libraries"

高校名称教育主体教育对象教育形式教育内容
LibGuide研讨会/讲座固定课程AI认知AI应用AI评估AI伦理
皇家理工学院图书馆、阿尔托大学图书馆博士生和研究人员
乌普萨拉大学图书馆普通学生、博士生、研究人员
丹麦技术大学图书馆学科馆员全体师生
阿尔托大学图书馆、学院教授研究人员、全体师生
赫尔辛基大学图书馆人工智能工作组全体师生、图书馆员
奥斯陆大学图书馆、数学与自然科学学院、科技教学能力中心、学科行业专家学生、研究人员、教职工
斯德哥尔摩大学图书馆员学生、研究人员和博士生
查尔姆斯理工大学图书馆全体师生
奥胡斯大学图书馆学生、研究人员
哥德堡大学图书馆学生、研究人员和博士生
挪威科技大学图书馆、PhD on Track博士生、研究人员
卑尔根大学图书馆学术馆员、PhD on Track学生、博士生、研究人员
林雪平大学图书馆全体师生
奥尔堡大学图书馆全体师生
南丹麦大学图书馆全体师生
拉彭兰塔理工大学图书馆全体师生
奥卢大学图书馆全体师生
图尔库大学图书馆员全体师生
于默奥大学图书馆研究人员、教职工
坦佩雷大学图书馆研究人员
于韦斯屈莱大学图书馆学生、教职员工

Table 2

Summary of AI LibGuides in Nordic university libraries"

高校图书馆LibGuide名称所属栏目
皇家理工学院图书馆AI and Information RetrievalSearch & Evaluate
丹麦技术大学图书馆Referencing When Using Generative AIReference Management
赫尔辛基大学图书馆AI Arrives at the Library专门主题的LibGuide
斯德哥尔摩大学图书馆AI Search Tools KeeniousGuidance and Services
查尔姆斯理工大学图书馆Scopus AI Available NowNews
奥胡斯大学图书馆Generative Artificial Intelligence (GAI)专门主题的LibGuide
卑尔根大学图书馆Generative AI Tools for Studies and Research专门主题的LibGuide
林雪平大学图书馆Artificial Intelligence - What We Can Learn from Science Fiction Part 5Currently at the Library
奥尔堡大学图书馆Generative AI专门主题的LibGuide
南丹麦大学图书馆AI (Artificial Intelligence)Good Academic Practice
拉彭兰塔理工大学图书馆Artificial Intelligence as a Support for Information Retrieval专门主题的LibGuide
奥卢大学图书馆AI Tools in Information Searching: General专门主题的LibGuide
图尔库大学图书馆Librarian's Guide to Artificial Intelligence专门主题的LibGuide
坦佩雷大学图书馆Living Guidelines on the Responsible Use of the Generative AI in ResearchWhat is Responsible Data Management
于韦斯屈莱大学图书馆AI in Information Seeking专门主题的LibGuide

Table 3

Implementation of AI-themed seminars/lectures in Nordic university libraries"

高校图书馆开展方式研讨会/讲座名称
皇家理工学院图书馆网络研讨会利用AI工具进行信息搜索
乌普萨拉大学图书馆在线讲座

学生AI素养:用AI进行搜索

从传统数据库到AI辅助信息检索

丹麦技术大学图书馆网络研讨会

开始使用Scite AI——用于学习和研究

AI和生成式AI的搜索应用方案

使用AI进行参考文献搜索

使用生成式AI作为文献检索的补充

版权和AI

使用AI Silvi开展文献综述

阿尔托大学图书馆网络研讨会

生成式AI与版权

AI与科研责任行为

赫尔辛基大学图书馆网络研讨会项目存储和AI数据工具
奥斯陆大学图书馆线下讲座/研讨会

5个技巧助你用AI通过考试

基于AI的学术服务研讨会

奥胡斯大学图书馆线下研讨会从演说到文本
哥德堡大学图书馆线上讲座

研究人员20分钟讲座:AI能用于申请资助吗?

研究人员20分钟讲座:使用AI搜索学术信息

学生短讲:AI工具+信息搜索=真实

挪威科技大学图书馆线上讲座支持博士生的新视角:AI和人类专业知识
南丹麦大学图书馆线上及线下研讨会学习如何使用Scite.ai
于默奥大学图书馆线上研讨会使用AI工具查找研究论文

Table 4

Content framework of AI literacy education"

维度教育目标具体教育内容
AI知识帮助用户了解AI基础知识和常用工具AI相关专业名词、基础概念介绍
常用AI工具介绍
AI应用指导用户根据不同场景选择合适的AI工具进行应用在学习、科研和创作场景下分别应选择何种AI工具
AI评估培养用户在使用AI时的批判性思维评估AI生成内容的质量,包括信息来源、准确性、时效性、真实性等
AI伦理引导用户规范合理地使用AI学术写作中应用AI需遵守的规范准则
告知用户使用AI时应注意的知识产权风险
使用AI过程中的个人隐私保护
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