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CILIP (2025) AI. Available at: https://www.cilip.org.uk/page/AI (Accessed: 27 October 2025)

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Episode 1 (2025), Futureville Ireland. Season 2. Episode 1. RTE One. 11 November, 19:00.

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Tadimalla, S.Y. and Maher, M.L. (2024) 'AI Literacy for All: Adjustable Interdisciplinary Socio-technical Curriculum', 2024 IEEE Frontiers in Education Conference (FIE). Washinton DC, USA, 13-16 October. New York, Institute of Electrical and Electronics Engineers (IEEE). pp. 1-9 Available at: https://doi.org/10.1109/FIE61694.2024.10893159

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This bibliography is the result of a search for information on how public libraries could develop a Generative Artificial Intelligence (GenAI) training resource for their patrons with a focus on basic GenAI skills and GenAI in everyday life.

GenAI is creeping into our everyday lives more and more, with the introduction of digital assistants such as Amazon Alexa in our homes, AI-supported Google searches, customer support chatbots, and AI-generated phishing scams.

Public libraries have always been considered trusted institutions for those seeking knowledge and information, and as technologies change, libraries have adapted the services they provide to their communities.

These sources support the idea that public libraries should be equipped with the skills to support their patrons' use of GenAI, starting with staff training, the development of training resources and the considerations for the various user groups that use the service.

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Seikaly, K. (2024) '"ChatGPT, How Do People Feel About You?": Emotions, Artificial Intelligence, and Information Behavior', Journal of Web Librarianship, 18(3), pp. 133–148. Available at: https://doi.org/10.1080/19322909.2024.2382689

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Choice Media Channel (2024) Empowering Librarians with AI Literacy: A Framework for Navigating and Teaching AI. 11 December 2024. Available at: https://www.youtube.com/watch?v=zKglzfo5hKw (Accessed: 19 November 2025).

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Empowering Librarians with AI Literacy: A Framework for Navigating and Teaching AI

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Chee, H., Ahn, S. and Lee, J. (2025) 'A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway', British Journal of Educational Technology, 56(5), pp. 2146–2182. Available at: https://doi.org/10.1111/bjet.13556

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This webinar, presented by a publishing unit of the Association of College and Research Libraries (ACRL), outlines a research study aimed at developing a practical AI literacy framework. Although designed for an academic library setting, the authors aimed to create a framework applicable to all library contexts.

It discusses the results of 15 interviews conducted with librarians to evaluate the AI literacy instruction their libraries already provide, the common themes that emerged during the discussions, and the subsequent recommendations. They propose a hierarchical framework in which users must first understand the basics of AI before engaging in advanced conversations, such as the impact of AI on a societal scale.

Future research is proposed to gain a better understanding of how users perceive the use of AI through surveys of university students. Overall, the framework discussed is transferable across library contexts, but further research into users' perceptions would be greatly beneficial.

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De Brasdefer, M. (2025) Libraries at the Frontline of Equitable AI Literacy. International Federation of Library Associations and Institutions. Available at: https://repository.ifla.org/handle/20.500.14598/6878 (Accessed: 20 November 2025)

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Cox, A.M. and Suvodeep, M. (2024) 'Defining artificial intelligence for librarians', Journal of Librarianship and Information Science., 56(2), pp. 330–340. Available at: https://doi.org/10.1177/09610006221142029

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WebJunction (2025) AI Programming for Patrons. Available at: https://www.webjunction.org/news/webjunction/ai-programming-for-patrons.html (Accessed: 3 November 2025).

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How public libraries are teaching AI and digital literacy skills | OCLC WebJunction

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Public libraries have played an important role in fostering and promoting digital literacy skills within their communities. The rapid developments of AI present the latest opportunity for public libraries to engage with and educate patrons on technology. This includes helping people to understand what AI is, when it can be useful, and what cautions to consider.

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Han, Z. et al. (2025) 'The perceived outcomes of generative artificial intelligence in users’ everyday life', Aslib Journal of Information Management, , pp. 1–20. Available at: https://doi.org/10.1108/AJIM-02-2025-0073

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CeADAR (2025) AI for You: Introduction to AI and The EU AI Act. 31 January 2025. Available at: https://ceadar.ie/edih-news-blog/online-course-ai-for-you-introduction-to-ai-and-the-eu-ai-act/ (Accessed: 15 November 2025)

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Online Course: AI for You: Introduction to AI and The EU AI Act | CeADAR

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AI for You: Introduction to AI and The EU AI Act Launching Soon The EU Artificial Intelligence (AI) Act, effective from 1 August 2024, introduces rul…

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What is AI Literacy? Competencies and Design Considerations | Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, Available at: https://dl.acm.org/doi/10.1145/3313831.3376727

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The authors of this peer-reviewed article are academics at the University of Sheffield's Information School and have established research in library and information science. The article, from a reputable journal with an impact factor of 2.1, has been cited 76 times and due to its recent publication date, offers relevant insight into the area of Artificial Intelligence (AI) for libraries.

The authors aim to define AI for librarians, discuss AI technologies and outline uses of AI in a library context. The article presents five use cases of AI that cover back-end applications such as analytics and routine administrative tasks, AI based library services such as chatbots and knowledge discovery within library collections and AI literacy with a focus on everyday uses in wider society which is very relevant to the public libraries context.

It is implied that AI literacy would develop faster if applications that required fewer financial implications and utilized existing library resources were introduced however, barriers such as user skill gaps and ethical implications must be considered.

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This report presents the learning outcomes of the 'Supercharged by AI' project, a series of exhibitions and workshops funded by the European Media and Information Fund (EMIF).

The core theme was Media and Information Literacy (MIL) as it relates to Artificial Intelligence (AI) and AI Literacy, with three objectives:

1. To build impactful AI resources for public education.

2. To work with librarians to develop forms of engagement that attract their users.

3. To achieve scalability and sustainability across 10 European cities.

The results of a survey which was conducted following the workshops revealed valuable insights and recommendations were made, which included:

Delivering AI literacy to fit local needs, to remove barriers to information and foster inclusivity.

Preparing staff with a sufficient level of AI literacy.

Complimenting technical training with social and ethical implications to offer an understanding of the broader consequences of AI use.

This source provides helpful observations about how different target users feel about AI.

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This peer-reviewed article is from a reputable source with a Journal Impact Factor of 8.1. The work has been cited 20 times, and the authors have an academic background, with additional well-received publications.

It aims to design a framework for AI literacy tailored to various learner groups and aligned with the user's educational or workforce level. This is relevant to the public libraries' context due to the diversity of patrons using the service.

Using qualitative and quantitative data extracted from existing publications, the authors observed that AI literacy research shows inconsistent guidelines across varying user groups. They also acknowledge that although the paper ensures academic rigour, further insight could be gained from the evaluation of grey literature. Eight main competencies of AI literacy were identified, and it was recommended that AI education should not only instruct but also help integrate AI into users' everyday lives and professions, as the technology advances, interpreting and utilising AI will become a fundamental life competency.

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This peer-reviewed article comes from an academic journal with a Journal Impact Factor of 3. The author, affiliated with Widener University in the field of Library and Information Science, takes a hands-on approach to connecting library patrons to the information resources they need.

The literature review aims to investigate how an amateur information seeker may engage with AI based on their emotions, whether anxiety, distrust, or curiosity. The results indicated that the public shows emotional reactions to AI in an information-seeking context, and that, demographically, public libraries serving older or low-income populations may face barriers to implementing AI services. However, it also acknowledged that public library patrons could view AI services more positively if they were provided by their library, as this removes a level of distrust.

The author confirms that further research is needed to clarify how the public views AI as an information-seeking tool in different library contexts.

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This website is a program of OCLC Research, a global library organisation that provides a platform for librarians to learn, share knowledge, and build strong library communities.

This recent post outlines how public libraries can cultivate digital and AI literacy among patrons by educating them on basic AI skills, tools, benefits, and challenges. The research shows that employers are increasingly seeking AI skills, yet some adults still feel unprepared to use AI in their careers. It also suggests that one way AI is negatively impacting the public is through phishing attacks, which increases the need for online safety training and awareness. Some other suggested programmes include AI 101 workshops, AI for genealogy research and AI for grant writing.

In summary, librarians are learning alongside their communities and offering thoughtful AI instruction in public libraries can help patrons stay safe online and keep up to date with skills and technologies. This website offers a course catalogue and hosts webinars to support the development of AI literacy strategies.

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The organisation behind this recent online course is a not-for-profit centre of innovation in AI, it is funded by Enterprise Ireland and run through University College Dublin with a team of academic researchers and technical staff.

This course was developed in response to the EU Artificial Intelligence (AI) Act 2024. It was fully supported by the European Digital Innovation Hub for AI programme with additional funding from the European Commission.

The purpose of the course is to raise awareness of AI, promote AI literacy, and support the introduction of AI within organisations, whether private or public.

The free 3-hour course includes five modules that cover: the history of AI, the importance of AI literacy, how AI thinks, AI in everyday life, AI Governance and Regulations, and emerging trends.

It is crucial that public library staff are equipped with the skills and knowledge of AI to support patrons' information-seeking needs. This course provides valuable information and preparation for introducing AI into libraries.

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This recent article is from an international journal in library and information science from Emerald Publishing with a Journal Impact Factor of 3.1. The authors are researchers in the College of Information Management at Nanjing Agricultural University.

The research aimed to understand how users of Genenerative AI (GAI) perceive its benefits in everyday life by assessing the influence of demographic factors on user perceptions.

A literature review, data collection, and analysis were conducted, and results showed users perceived benefits of GAI varied based on gender, age and level of education. The research found that GAI benefits could fall into four categories: education/work, everyday activities, social relations, and leisure time.

These findings offer valuable insight for public libraries that wish to implement user-centred AI literacy instruction that reflects the diversity and needs of their users.

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The authors of this paper are researchers at the University of North Carolina, specialising in education, computer science, and engineering.

The purpose of this paper is to address the skill gap that exists in current AI literacy frameworks and to develop an interdisciplinary approach that can be adjusted to various user groups.

The authors identify AI literacy as a crucial component of informed citizenship and propose categorising the literacies by type, such as technical, general AI, generative AI-specific, ethical and social, and cognitive skills.

It is proposed that, although AI literacy is relevant across all educational levels, teaching methods must be adapted to suit the needs of different user groups. Identified user groups were school-aged, higher education, adult workforce, and general public, with recommendations on how to adjust for each group.

This could be adapted for the public library user; however, considerations would need to be made for the older or less experienced demographic.

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The authors of this paper are researchers at the Georgia Institute of Technology, and it has been cited more than 1,200 times. They seek to define AI literacy and develop a conceptual interdisciplinary framework.

A literature review was conducted to identify AI literacy competencies and design considerations with a focus on AI education for learners without technical backgrounds.

The authors acknowledge that this is not an exhaustive summary of literature, but an inspiration for the design of future learning experiences.

This resulted in the construction of a conceptual framework that asked five questions about AI:

1. What is AI?

2. What can AI do?

3. How does AI work?

4. How should AI be used?

5. How do people perceive AI?

The answers to these questions formed a framework of 17 competencies and 15 design considerations.

In the context of public library users, this highlights the importance of promoting equal access to knowledge to empower library patrons to navigate AI in their everyday lives.