Teaching Students to Think Critically About AI: Practical Approaches for Academic Librarians in Designing Literacy Instruction

Abstract

The widespread use of generative artificial intelligence (AI) applications has reshaped how people interact with and interpret information. Within higher education, these technologies are already influencing core academic practices, from research and writing to teaching and learning, raising important questions about authenticity, critical thinking, and responsible use. Although we have witnessed the prevalence of generative AI use by students, restricting access to these technologies is neither feasible nor practical, as their daily digital environments are already integrated with AI. Consequently, because education constitutes an integral part of an individual’s life, we can no longer compartmentalize AI use as an external tool but rather must thoughtfully embrace this evolving reality and cultivate students’ capacity for responsible use of AI. As these technologies become ubiquitous, an imperative question arises: How can students be

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