AI-driven transformation: advancing information literacy at the British University in Egypt library

Abstract

This study investigates the differing rates of awareness around artificial intelligence (AI) as it relates to undergraduate students at the British University in Egypt (BUE) and examines issues that inhibit the teaching of artificial intelligence, such as lack of consensus on AI tools and their ethical application in an academic environment. The purpose is to incorporate AI literacy into the information literacy program offered at the BUE library with a view to preparing scholars for responsible utilization of these technologies in line with AI guidelines. An action research approach was adopted allowing for continuous development through planning, performing, assessing, and reaction based on what happened. Findings revealed that there were conspicuous gaps in students' understanding of AI specifically in terms of ethical considerations and practical applications, while there were inconsistencies in the AI usage regulations within different faculties. This means that there is the necessity for uniform guidelines that can help to provide explicit frameworks on ethics. The research also proposes an AI literacy program which was designed and tested during the research and it will be rolled out during the academic year 2024/2025, enabling learners to grasp fundamental aspects as well as uses of AI. Besides, the study recommends adoption of AI-powered research tools with a view to improving quality of research work.

Keywords

• AI literacy
• information literacy
• academic research
• AI tools