It includes peer-reviewed articles, practitioner literature, policy guidance and practical teaching materials. These resources demonstrate the current state of research, practice, and approaches to GenAI in schools, uncovering gaps in GenAI literacy for secondary schools specifically, and the emerging role of school librarians in supporting critical and ethical use of GenAI.

Most of the current practice-based research on GenAI in school libraries comes from Australia (including several studies from the same university) and North America, confirming the limited scope of the current research on the topic. 

Each entry includes an annotation evaluating its relevance, authority and contribution to the theme.

Although the article is not peer-reviewed, the source is authoritative: Computers in Libraries is a long-established professional journal. Carolyn Foote is a multiple award-winning school librarian who focuses her work on libraries and technology.

The content is relevant, as it directly addresses school librarians’ responsibilities and the challenges students face when using GenAI tools. She also works as a high school librarian, making her perspective valuable to the secondary school context.

Harrison is an assistant professor in Library & Information Sciences at the University of Central Missouri and a former school librarian. She also holds a teaching degree and focuses her research on school libraries, making her work an authoritative source for the topic.

The paper is relevant to the topic because it links AI literacy to an established instructional model already used in school libraries.

This article is published in the Journal of Information Literacy, a peer-reviewed academic journal. Both authors are academics at Charles Sturt University, a leading institution for school-librarianship in Australia. Garrison is a Senior Lecturer and Associate Head of School for Research, and Oddone holds a lecturer role and manages the Master’s programme in Teacher Librarianship. Their research and work in/on school libraries make them a reliable source.

Although the focus is broader than AI-literacy instruction in school libraries, it addresses issues raised by AI (such as copyright and misinformation), and informs which priorities and challenges should be considered when developing AI-literacy instruction, making it a relevant resource for the topic. 

The article is peer-reviewed and published in Access, the professional journal of the Australian School Library Association. Kay Oddone's profile was discussed in resources 3 and 6, and was found to be authoritative.

Despite not having full-text access, the abstract and the author’s background and expertise make it more valuable than other previously filtered sources.

The article is published in Access, the professional-reviewed journal of the Australian School Library Association. Kay Oddone (see resource 3) collaborates with Garrison and Gagen-Spriggs, colleagues and researchers in education and learning technologies at Charles Sturt University. Taken together, these factors make the article a credible and contextually relevant source on AI in school libraries.

Published in early 2024, soon after GenAI tools surfaced in schools, the article offers an early, mainly conceptual discussion of teacher-librarian responsibilities in the GenAI era.

The article is published in the academic journal Information and Learning Sciences. The second author Chiu is a lecturer at the University of Hong Kong in information science and has recognised research in AI-supported learning. Wong's institutional affiliation appears in the article although further biographical information is limited. His contribution is supported by the peer-review process and by collaboration with an established researcher, giving this article adequate credibility.

The article was published in the Canadian School Libraries Journal, an established and professional journal. Melissa Poremba is an experienced secondary-school teacher librarian, providing practical credibility for understanding how GenAi tools are used in real school library settings.

Her paper is based on work she prepared for the OLA Super Conference 2025 and is supported by numerous academic references. It is more descriptive than empirical, grounded in her experience rather than formal research.

This source is produced jointly by the American Association of School Librarians (AASL) and the American Library Association (ALA) Editions, two major authoritative bodies in the field. Delandrus L.I. Seales is a teaching and learning librarian at the University of North Carolina-Wilmington, with over a decade of experience as a school librarian and teacher. She is pursuing a PhD and serves on various committees, all related to learning and technology, which gives her credibility.

Because this is a professional guideline, it relies on professional experience and is framed within the US context. Nevertheless, it remains a useful resource because it translates AI literacy concepts into concrete strategies that school librarians can adapt to their own settings.

Even without the full text, the publishers and the practical strategies make this a valuable resource.

This was produced by the European Commission, the Organisation for Economic Co-operation and Development (OECD), Code.org and supported by an international group of researchers and policymakers. As a joint initiative from major global organisations, it provides one of the most authoritative definitions of AI literacy in schools.

Although not library-specific, the framework includes many activities that librarians could use when teaching students GenAI literacy. As the only European framework identified in the search, it provides a more balanced global view of the topic alongside the predominantly US and Australian sources.

Hossain is a school librarian and an information literacy coach. The article is published in Library Hi Tech News, an Emerald professional journal. This resource has a strong practitioner authority, although it is based on the author's own experience and it is not peer-reviewed.

The framework is very relevant for the topic since it offers a structured progression and practical activities that school librarians can use when teaching GenAI literacy.