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Journal of library and information science in agriculture

   

Practice Pathway of AI Literacy Education in Libraries of "Double First-Class" Universities in China from the Perspective of Synergistic Theory

ZHU Luying1, LI Xiaoyan2(), CHEN Wen3,4, DU Xingye5,6   

  1. 1. Library of Ocean University of China, Qingdao 266100
    2. Faculty of humanities & social sciences, Nanjing Forestry University, Nanjing 210037
    3. Laboratory of Data Intelligence and Interdisciplinary Innovation, Nanjing University, Nanjing 210023
    4. Research Institute for Data Management Innovation, Nanjing University, Suzhou 215163
    5. National Science Library, Chinese Academy of Sciences, Beijing 100190
    6. Department of Information Resources Management, School of Economics and Management, University of Chinese Academy of Sciences, Beijing 100190
  • Received:2026-01-15 Online:2026-04-03
  • Contact: LI Xiaoyan

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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

CLC Number: 

  • G258.6

Fig.1

The collaborative framework for AI literacy education in Chinese university libraries from the perspective of collaborative theory"

Table1

The implementation status of AI literacy education by the main bodies of libraries in China's “Double First-Class” universities"

主体开展类别 高校名称
独立开展 南开大学、天津大学、大连理工大学、中南大学、西安交通大学、西北农林科技大学
合作开展 与数据库商 中国人民大学、清华大学、北京航空航天大学、北京理工大学、中国农业大学、北京师范大学、吉林大学、哈尔滨工业大学、复旦大学、同济大学、上海交通大学、南京大学、东南大学、中国科学技术大学、厦门大学、山东大学、武汉大学、华中科技大学、中山大学、华南理工大学、重庆大学、电子科技大学、西北工业大学、兰州大学、国防科技大学、东北大学、郑州大学、湖南大学、云南大学、新疆大学
与领域专家 北京大学、北京理工大学、北京师范大学、吉林大学、复旦大学、同济大学、南京大学、中国科学技术大学、厦门大学、中国海洋大学、武汉大学、中山大学、重庆大学、郑州大学、湖南大学
与各级学院 北京大学、同济大学、浙江大学、武汉大学、上海交通大学、华东师范大学、中国科学技术大学
与职能部门 中国农业大学、中央民族大学、南京大学、厦门大学、山东大学、四川大学

Table2

The construction situation of AI resource navigation in the libraries of China's “Double First-Class” universities"

序号 高校名称 AI资源导航名称
1 清华大学 GenAI专题资源导航
AI+工作坊
2 中国农业大学 生成式人工智能专题
3 北京师范大学 生成式AI专题指南
4 大连理工大学 AI素养专题
5 吉林大学 AI学习中心
6 武汉大学 人工智能资源导航
7 四川大学 生成式人工智能专题
8 电子科技大学 生成式AI专题
9 西北工业大学 生成式人工智能专题
10 兰州大学 AI工具库

Table 3

The AI literacy-related teaching courses in the libraries of China's “Double First-Class” universities"

序号 高校名称 课程名称 课程类型
1 清华大学 文献检索与利用（社科类） 公共选修
2 中国农业大学 文献检索 公共选修
3 大连理工大学 科技文献检索与利用 公共选修
4 同济大学 科技文献检索与利用 公共选修
5 上海交通大学 信息素养与实践 公共选修
6 南京大学 人工智能素养教育 通识选修
7 浙江大学 实用信息检索 公共选修
8 武汉大学 数据素养与数据利用 公共选修
信息素养与实践
9 四川大学 人工智能素养课程 通识核心

Fig.2

The collaborative development path of AI literacy education in the libraries of China's “Double First-Class” universities"

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