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Hampel, C. (2024). A tech librarian explains how to build AI literacy. Choice360. Available at https://www.choice360.org/libtech-insight/a-tech-librarian-explains-how-to-build-ai-literacy/ (Accessed on 22.11.25)

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Subject bibliography on a training programme for public library users on GenAI

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Subject bibliography on a training programme for public library users on GenAI

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This annotated bibliography presents ten key resources from the search strategy that inform the development of a GenAI training programme for public library users by library staff. The selected materials include peer-reviewed academic journal articles and online resources that address themes such as digital literacy, staff training, ethical issues and user needs. Each resource is summarised and critically evaluated to assess its quality, accuracy and relevance in contributing to an understanding of public library users needs when creating a training programme on the use of GenAI.

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Electronic Information for Libraries (EIFL) (2024). "Libraries and AI". EIFL. Available at: https://www.eifl.net/programme/ai-and-os/libraries-and-ai (Accessed 21.11.25)

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This training outlines new areas of library services and engagement associated with AI use. This training can be omitted in training for researchers.

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This training resource produced by EIFL outlines current global initiatives supporting the use of AI in libraries. The training is provided across a series of videos, webinars and online tutorials from academics and professional organisations, which provide an overview of how libraries can implement AI tools to promote information access, improve services and streamline operations while also acknowledging ethical, social and organisational challenges it brings. It focuses on libraries as spaces that support digital literacy and responsible use of GenAI. There is also a list of additional resources including publications and blog posts for further reading. Although this resource is not peer reviewed, the EIFL are an established international non-profit organisation which strengthens the authority of the resource and the training offered is by professional practitioners using real examples that complement its relevance. This resource is useful in understanding practical expectations of library staff when creating a training programme but should be used alongside peer-reviewed research and user assessment.

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International Federation of Library Associations and Institutions (IFLA) (2024). Generative AI for Library and Information Professionals. Available at https://www.ifla.org/g/ai/generative-ai/ (Accessed 21.11.25)

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This IFLA resource outlines key considerations on how GenAI is changing library services around the world and offers insight on guides for training users. It promotes libraries as spaces for digital literacy whilst considering the ethical implications and promoting responsible and safe public use. The content is organised into short sections including an introduction, ethical issues and uses with a particularly informative section on ‘Guiding end users to safe uses’ which discusses how library users have a requirement be trained in how to approach genAI tools. There are links within the sections to articles, guidance documents and several GenAI platforms. Although not peer-reviewed, the resource is reputable due to the IFLA’s status as a globally recognised library body with experience in supporting digital innovations in libraries and is therefore a useful complementary reference when creating a training programme. Both the IFLA guidance and EIFL training course above highlight the need for responsible AI use, however the EIFL is more hands on while IFLA provides broader professional ideas.

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Simons, R.N. (2025). Beyond “If We Use It Wisely”: Character Ethics, the Virtue of Wisdom, and GenAI in Libraries. Library Trends, 73(4), pp. 645-673. Available at https://muse.jhu.edu/pub/1/article/968500/pdf (Accessed 22.11.25)

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This peer-reviewed article explores the ethical implications of GenAI in library contexts from a philosophical viewpoint focusing on the moral virtues of librarians and users and claiming that a policy-based approach is not enough to guide appropriate use. Simons (2025) argues that ethical use cannot rely on rule following alone and that encouraging character ethics during training is essential to deal with complex issues such as misinformation and privacy. He states that this encourages responsible and reflective decision making, sensitivity to cultural contexts and awareness of potential harm. As a peer-reviewed article in a library and information science journal, it holds strong academic credibility and offers another viewpoint on ethical implications when designing a training programme. Simon’s paper adds theoretical depth to the cited IFLA’s practical guidance above, expanding on the ethical dimension of any training programme.

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LaPierre, S.S., (2025). Media Literacy: What Now? Computers in Libraries Nov/Dec2025, pp.19-21. Available at https://research-ebsco-com.ezproxy.rgu.ac.uk/c/hin62q/viewer/html/6zzimwqvon (Accessed 22.11.25)

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Fricke, M. (2024). Artificial Intelligence and Librarianship. 3rd edition. SoftOption. Chapter 10: What are the Opportunities for Librarians?, pp. 276-287. Available at https://open.umn.edu/opentextbooks/textbooks/artificial-intelligence-and-librarianship (Accessed 22.11.25)

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This chapter discusses the professional opportunities created by integrating GenAI platforms into library service provisions. It is split into sections which each address different roles library staff can adopt when supporting users with GenAI. There are 2 sections titled ‘Educators’ and ‘Sentries’ which are particularly relevant as resources in developing a training programme as they discuss librarians experience with information as ideal to bring out the best from GenAI as they have always been the primary access point for information services. Although the book this chapter features in is not peer-reviewed, its author is a recognised information science professional and the book has been published as a specialist monograph, making it a credible resource when looking at justification for creating a training resource.

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LaPierre (2025) focuses on the role of public libraries in digital and media literacy and their response to evolving technologies such as GenAI. She reflects on past research conducted on library initiatives where training was provided on recognising misinformation and emphasises the importance of adapting programmes to address new technologies and build public knowledge on things such as ‘deepfakes’ and online scams. The article also mentions the importance of maintaining traditional library services such as lending and reference resources in media literacy training and it recognises obstacles to producing training programmes such as budgets and staffing. Although this article is not peer-reviewed, it is practitioner written and featured in a journal routinely used by library professionals, giving it credibility as a resource with practical examples when creating a training tool.

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Barrie, H., La Rose, T., Detlor, B., Julien, H. & Serenko, A. (2021). ‘”Because I’m Old”: The Role of Ageism in Older Adults’ Experiences of Digital Literacy Training in Public Libraries’, Journal of Technology in Human Services, 39(4), pp. 379-404. Available at https://www-tandfonline-com.ezproxy.rgu.ac.uk/doi/pdf/10.1080/15228835.2021.1962477?needAccess=true& (Accessed on 22.11.25)

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This peer-reviewed article examines how views on older adults’ abilities with technology affects their experience with digital literacy training programmes in public libraries.  It is based on a qualitative study on a group of older adult library users in Ontario, Canada and explores barriers to learning such as confidence, judgement and assumptions made by library staff. The authors emphasize the importance of training with a focus on participants strength, skill development, emotional support and addressing the negative effects of ageism. This piece of research is highly relevant to creating a training programme for use in public libraries as one of the main user groups of public libraries is those over 60. Despite the paper not being specific to GenAI training, it is valuable as a resource when creating a supportive training programme that addresses inclusivity however there are limitations with the small sample size limiting the ability to generalise the findings.

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Del Castillo, M.S. & Kelly, H.Y. (2025). ‘Can AI become an Information Literacy Ally? A Survey of Library Instructor Perspectives on ChatGPT’. College & Research Libraries, 86(5), pp. 797-816. Available at https://research-ebsco-com.ezproxy.rgu.ac.uk/c/hin62q/viewer/pdf/yu3jbnx57f (Accessed on 22.11.25)

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This article examines how a sample group of academic librarians understand and use ChatGPT within digital literacy education models. The survey suggests that although librarians find ChatGPT user friendly they are aware of its limitations in accuracy and reliability due to ‘hallucinations’, bias and misinformation. It also explains that the librarians involved in the study are already incorporating the use of ChatGPT into digital literacy training activities such as evaluating GenAI content, exploring ethical issues and fact checking as they feel pressure to do so due to students increasing use and reliability on ChatGPT.  The article focuses on the educator’s perspective and is useful for understanding how GenAI training can be implemented into already existing digital literacy training programmes. This is a very recently published peer-reviewed article and is relevant in understanding staff attitudes, barriers and opportunities for teaching responsible use of GenAI in a public library context.

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Bridges, L.M., McElroy, K. and Wellhouse, Z. (2024). ‘Generative Artificial Intelligence: 8 Critical Questions for Libraries’. Journal of Library Administration, 64(1), pp. 66-79. (Available at https://www-tandfonline-com.ezproxy.rgu.ac.uk/doi/full/10.1080/01930826.2024.2292484#abstract (Accessed on 22.11.25)

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This peer-reviewed article explores eight questions libraries should consider when integrating GenAI into their digital toolkit. It emphasises libraries’ roles in promoting responsible and informed use of GenAI while focusing on its core values such as information access, privacy and intellectual freedom. It takes a strategic approach, encouraging libraries to consider the ethical, practical and impact on communities associated with the introduction of GenAI, particularly as these technologies continue to evolve rapidly.  The article is highly relevant as a resource when creating a training programme as it encourages libraries to evaluate their own responsibilities to its users and consider how best to support them in navigating new technologies. Despite the focus of the article being on libraries in general, it provides a strong foundation and adaptable framework that can be applied to public library contexts when developing training for both staff and users. Comparing this to Simons (2025) article below, Bridges et al. (2024) offer a practical planning approach in contrast to Simons who provides a philosophical viewpoint and theoretical justification.

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Hampel (2024) has written a blog post that provides an accessible and practicing professional focused exploration of how librarians can promote digital literacy on AI among their libraries users. Referring to her experience as a technology librarian, Hampel summarises key steps including understanding users’ needs, selecting appropriate AI tools and producing and running practical workshops. The article focuses on the importance of explaining GenAI in basic terms for users, educating on prompt creation, identifying ‘hallucinations’ and ensuring ethical and inclusive use. Although the article is not peer reviewed it offers valuable front-line insights and techniques for use amongst library staff working with a diverse user group. This advice is relevant as a resource for use in training creation in public libraries as it emphasises user centred education and promotes library professionals as enablers of digital literacy. This article supports more theoretical resources by offering practical strategies.

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Upshall, M. (2022). ‘An AI toolkit’, Insights, 35(18), pp. 1-16. Available at https://insights.uksg.org/articles/592/files/submission/proof/592-1-6362-1-10-20221101.pdf (Accessed on 22.11.25)

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In this peer reviewed article, Upshall (2022) provides a comprehensive structure to help information professionals critically assess the GenAI tools used across communication services. The article describes how basic GenAI works using datasets and algorithms and he highlights that the human component of oversight is an essential factor in GenAI usage particularly for recognising bias, evaluating accuracy and fact checking, especially when tools are used for reasons other than their initially intended role. He explains by using simple, practical examples such as spell checking and plagiarism searching how GenAI can be useful but more in depth information needs can return inaccurate and damaging results. A key strength of this article as a resource when creating a training programme for a public library context is that it showcases an ‘AI toolkit’ which provides a guide that supports librarians when judging whether an AI tool is appropriate for users.