AI Literacy Instruction Program in International School Libraries: A Qualitative Study under the Lens

of the Big Six Information Literacy Model

Abstract

School librarians instruct students in information literacy to help them search, assess, and use information.
Generative AI (GenAI), like ChatGPT, has recently impressed users with rapid response time and detailed,
intricate answers to complex problems through only simple prompts. Thus, AI information-seeking
technologies could significantly impact information literacy instructions at school libraries. This research
uses a qualitative approach by interviewing librarians and students at an international school on their views
on AI literacy instruction at schools. Results indicate that despite several drawbacks, students regard GenAI
as a primary source of information searching. Therefore, librarians suggest fact-checking is essential when
using GenAI for assignments and studies. Scant studies have examined the perception of international school
librarians and students on AI literacy instruction at international schools, particularly in East Asia. Using the
Big Six Information Literacy model, this research attempts to help international school librarians explore the
critical elements of AI literacy instruction programs.

Keywords: information literacy, generative artificial intelligence, school libraries, International Baccalaureate,
Big Six Information Literacy model

1. Introduction

Access to relevant, latest, and accurate information is essential for students to conduct study-related activities,
especially for inquiry-based education in international schools (Majid et al., 2020). With recent ubiquitous
information and communication technology, information is available almost anywhere, anytime (Dai & Chiu,
2023). Educators are also exploring innovative teaching approaches to equip students to become independent
and lifelong learners (Hicks and Sinkinson, 2015). The current digital-native youth generation is more
digitally competent in searching for information (Szymkowiak et al., 2021).

In November 2022, OpenAI introduced its chatbot ChatGPT to the public, which quickly captivated
users with its remarkable speed of response and its ability to tackle complex inquiries. Its rapid generation of
detailed and sophisticated answers from simple prompts impressed users. Within two months, an astounding
100 million users had registered to use the platform (Skopeliti and Milmo, 2023). Furthermore, ChatGPT's
apparent aptitude for engaging in creative endeavors has been hailed as a groundbreaking feature. It can
compose college-level essays, devise curriculum plans, generate articles, emulate various poetic styles, write
computer code, and much more (Murray, 2023; Bhullar et al., 2024).

Information literacy skills have become essential with the advancement of the Internet age (Spisak,
2020). Keeping students well-equipped with information literacy skills enables them to succeed academically
beyond high school (Smith et al., 2013; Al-Qallaf & Aljiran, 2022). Researchers have extensively discussed

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the potential impact of ChatGPT on education, emphasizing the potential for students to utilize the tool for
cheating (Johnson, 2023; Klein, 2023). Additionally, AI technologies for information search have the potential
to significantly impact the media and information literacy instructions (Tieran et al., 2023; Carroll & Borycz,
2024). Gaining insight into the disparate perspectives of school librarians and students on Generative AI
(GenAI) technologies for information seeking is crucial to understanding the potential impacts on information
literacy teaching among librarians (Oddone et al., 2023; Bauld, 2023). Using the Big Six information literacy
model, this research attempts to help international school librarians develop and manage information literacy
programs regarding the challenges of GenAI.

Information literacy is key in school librarianship (American Association of School Librarians, 2018).
Research has shown that students prefer online resources to seek information (Kim & Sin, 2011c;
Szymkowiak, 2021). Nevertheless, students are weak in critically evaluating sources and selecting
conceivable sources of information (Metzger et al., 2015). Students need "a comprehensive skill set to prepare
them to leverage information abundance and diversity, and at the same time, enable them to differentiate
between credible and dubious information" (Majid et al., 2020, p.380). Information literacy skills have
become increasingly crucial in the digital age because they increase critical thinking and help combat
misinformation. (Spisak, 2020).

The term artificial intelligence was coined by John McCarthy and his team in 1955. With its pervasive
presence in our daily lives, AI has become an essential technology widely integrated into various activities
within the education realm. Librarians have traditionally played a crucial role in ensuring their communities
have access to the latest technologies for information search and retrieval (Gul & Bano, 2019; George, 2023).
Researches also recognize librarians as essential in educating the public and students about AI (Finley, 2019;
Ridley & Pawlick-Potts, 2021; Huang et al., 2023; Cox, 2023). Thus, the following research questions (RQ)
guide this study:

RQ1. Which AI literacy skills should international school librarians develop and work on in future
information literacy instruction?

RQ2. Using the Big Six Model, what key elements are necessary in AI literacy instruction programs developed
by international school librarians?

2. Literature Review

2.1 Students' Information Literacy Competences

Information has recently become ubiquitous and dilating; digital-native students have become more proficient
in technology and possess higher information literacy than a prior generation (Sparks et al., 2016; Sorgo et al.,
2017; Spisak, 2020). However, they often cannot assess information according to accuracy, authority,
objectivity, and coverage (Smith et al., 2013; Krecar et al., 2015; Spisak, 2022). Researchers recommended

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that information literacy skills are essential before students receive tertiary education (Smith et al., 2013;
Dolenc & Sorgo, 2020).

Self-efficacy refers to a person's confidence in their abilities to perform tasks (Bandura, 1997). Some
studies indicated that many secondary students rate their self-efficacy in information literacy as high, but their
performance is low (Molteni and Chan,2015; Spisak, 2022), indicating that students overestimate their
information literacy skills (Dolenc and Sorgo, 2020; Spisak, 2022). Thus, more information literacy
instruction is necessary at schools so that students can distinguish between information and misinformation
for more informed decisions in society (Ho et al., 2022; 2023)

Several studies point out that postsecondary students generally lack information literacy. First-year
university students had difficulties meeting the requirements of undergraduate research assignments, lacked
problem-solving and analytical abilities, and evaded ethical responsibility when relying heavily on Internet
information (Correll, 2019). Furthermore, information literacy is essential for student learning, academic
development, and becoming informed citizens (Al-Qallaf & Aljiran, 2022). Nevertheless, there is a distinct
gap in information literacy competencies when secondary students enter universities, calling for strengthening
information literacy education at schools.

2.2 GenAI and its impacts on learning at secondary schools

By leveraging Natural Language Processing (NLP), ChatGPT can generate distinct responses that mimic
human text, enabling it to engage in conversations and create realistic natural dialogues (Tlili et al., 2023).
What makes ChatGPT attractive is data and power (Deng and Lin, 2023). Due to its extensive datasets,
ChatGPT exhibits greater diversity in tasks, such as generating intricate code, writing essays at a college level,
and providing educational resources from a simple prompt. ChatGPT is mainly available by Poe in Hong
Kong, while Open AI’s ChatGPT is not offered except within universities. Other commonly used GenAI tools
for learning and study are Perplexity and SciSpace.

However, the power of GenAI is still hindered by the unreliability of responses and limited
information range (Tliti et al., 2023). It sometimes gives inaccurate replies or generates fictitious answers
when faced with queries about which it lacks knowledge. These responses may sound plausible but are
entirely fabricated (Tlili et al., 2023). GenAI tools do not often possess a genuine understanding of users’
questions and attempt to provide an answer based on probabilities (Bender et al., 2021). Consequently, it
poses a challenge when using it to seek information due to unreliable responses.

The capability of ChatGPT to generate substantial amounts of unique text from a basic prompt has
also raised worries about students using the technology to commit academic dishonesty. García-Peñalvo (2023)
doubted genuine learning would take place when students’ assignments are predominantly facilitated by
technology. Accordingly, text assignments have become outdated with the rise of freely accessible online
information that can be copied and pasted without critical engagement or appropriate citation. Replacing
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ChatGPT with other resources, like Wikipedia or Google, does not change the above problem of students
(García-Peñalvo, 2023).

2.3 International Baccalaureate and international schools in Hong Kong

The International Baccalaureate (IB) is a non-government organization that provides four education programs
to students aged 3 to 19 over 50 years, namely, Primary Year Program (PYP) for primary school students,
Middle Year Program (MYP), Diploma Program (IBDP), and Career-related Program(IBCP) for secondary
school students. The IB programs promote “international mindedness in a global context through
multilingualism, intercultural understanding, and global engagement” (Lee & Wright, 2019, p.684).

IB Schools must apply the Approach to Learning (ATL) in teaching to develop students' thinking,
communication, research, self-management, and social skills (International Baccalaureate, n.d.) Among those
ATL skill sets, information literacy is crucial for MYP students to access, select, organize, and reference
information (Ramli et al., 2021). It involves identifying points of view, bias, and weakness, using primary and
secondary materials, connecting various sources, and referencing sources to respect intellectual property rights
(Callens, 2021; Dulun & Lane, 2023).

The IBDP curriculum comprises six subject groups with three DP cores: Extended Essay (EE), Theory of
Knowledge (TOK), and Creativity, Activity, and Services (CAS). Amongst those DP cores, EE requires
students to demonstrate their information literacy skills. EE is "an independent piece of research, cumulating
4,000-word paper" (International Baccalaureate, n.d.). Students are expected to formulate research questions,
develop a methodology, explore and communicate found information, and develop arguments and personal
ideas while adhering to strict rules of academic honesty (International Baccalaureate, 2019). Students must
conduct a literature review to demonstrate their information literacy competence by critically examining "the
relevance, reliability, and validity of secondary source material" (International Baccalaureate, 2017, p.16).

IB has played a significant role in education systems around the globe. In particular, Asia-Pacific has
witnessed the fastest growth in schools offering IB programs (Lee et al., 2022). Studying at IB schools in Asia
is a way for the "global middle class in the region to distinguish their social status" (Koo, 2016; Wright & Lee,
2019). Besides, IB brand recognition is characterized by English as the medium of instruction, which provides
a pathway to globally prestigious universities (Lee et al., 2022). By 2024, 71 IB Schools are estimated, of
which 38 IBDP and 16 offer IBMYP (International Baccalaureate, n.d).

The English Schools Foundation (ESF) is the largest English-medium international school organization
in Hong Kong. Established in 1967, over 18,000 students from 75 nationalities currently study in 22 ESF
kindergartens, primary, secondary, and all-through schools (ESF, n.d.) Two ESF all-through schools and 5
ESF secondary schools offer IBMYP from Years 7 to 11. At Years 12 and 13, students can take the IBDP,
IBCP, or Business and Technology Education Council Diploma Program (BTEC). (ESF, n.d.)

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 Facing the challenges of GenAI on students' academic integrity, ESF has issued guidelines for students
and staff on the proper use of AI academically. The first strategy is agile: to embrace changes and adapt to the
evolving needs of students and staff by continuously refining their AI-powered solutions and adopting
emerging technologies (ESF, 2024). Secondly, ESF schools should deploy AI for teaching and learning
responsibly and ethically so that all stakeholders can align with their understanding of technology and its
implications (ESF, 2024). Last, ESF educators must be accountable for using GenAI in classrooms to ensure
that they are used to enhance, rather than replace, human interaction and creativity (ESF, 2024).

2.4 Big Six Information Literacy Model

Mike Eisenberg and Bob Berkowitz developed the Big Six Information Literacy Model in 1990. It is a
structured model for solving information problems. It combines information search and usage skills with
technological tools in a systematic procedure to locate, utilize, apply, and assess information for particular
needs and tasks (Heath & Sinclair, 2020; Kamba & Buba, 2022).

The model comprises six stages: Task Definition, Information Seeking Strategies, Location and Access,
Use of Information, Synthesis, and Evaluation. Each stage emphasizes critical skills necessary for effective
information processing (Siamak & Koltay, 2016). Studies highlight its adaptability across disciplines, from K-
12 education to higher education and beyond, demonstrating its relevance in developing critical thinking and
research skills (Eisenberg, 1997; Kay & Ahmadpour, 2015; Parissi et al., 2023).

Research indicates that educators who incorporate the Big Six Model into their curricula enhance
students' ability to navigate information-rich environments (Kuhlthau, 2004; Siamak & Koltay, 2016). For
instance, a study by Kuhlthau (2004) associates the model with improved student engagement and learning
outcomes, particularly in project-based learning scenarios. Additionally, the model's emphasis on
metacognition encourages learners to reflect on their information-seeking behaviors, fostering lifelong
learning skills.

However, critiques of the model suggest a need for updates to address the complexities of the digital
age, including the rise of misinformation and the necessity for AI literacy to create a more holistic approach to
information literacy education (Anurogo et al., 2023; George, 2023).

Research Gap

As reflected in the literature, while many studies focused on the weakness of students in assessing the
information from the Internet and the role of AI on learning among students, scant studies mention the role of
school librarians in guiding students to use GenAI probably, at least in line with IB curriculum and regulations.
There is also a lack of studies on how GenAI affects information seeking among students for completing
assignments and other learning activities, particularly in international schools in Hong Kong. Thus, this
research aims to fill the important research gap in information science.

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3. Methodology

Leddy et al. (2019) suggest interviews are probably the most productive data collection method, especially for
qualitative research. As such, this research conducted semi-structured interviews to reveal more affluent and
diversified information than responses to a questionnaire provided, especially for using emerging technologies.
To allow interviewees to express their thoughts and feelings based on their own experiences and
understandings, a free conversational interview also enables a more open, spontaneous, and instant exchange
of ideas (Leung et al., 2020). The interview will feature follow-up questions to clarify participants' answers
and ensure that I will understand their ideas immediately.

Eight ESF Year 12 students (5 males and 3 females) studying IBDP were selected for interviews to learn
about their perceptions, needs, and challenges in using GenAI, including their understanding of the ethical
application of using GenAI. Two ESF secondary school librarians were interviewed to seek their ideas and
experiences to instruct students on AI literacies or competences. Two similar sets of open-ended questions
were customized for students and librarians (Appendices A and B) to maintain consistency while catering to
their differences. This method can reveal common themes in the interviewees' answers (Tomaszewski et al.,
2020; Leung et al., 2020). The faculty-level ethics committee of the researchers approved this research.

Year 12 Gender Subjects taken for IBDP

Students
S1 Female History, Psychology, Mathematics, English, Spanish, Economics, Biology,
Physical Education, Theory of Knowledge, Extended Essay, Creativity, Activities
and Services
S2 Male Mathematics, Business, Computer Science, English, French, PE, Physics, TOK,
EE, CAS
S3 Male Business, Mathematics, English, Chinese, Economics, PE, TOK, EE, CAS
S4 Male Mathematics, Chinese, English, Economics, Computer Science, Physics, PE,
TOK, EE, CAS
S5 Female Design, Mathematics, Philosophy, History, German, PE, English, TOK, EE, CAS
S6 Female Biology, Mathematics, English, Business, PE, Spanish, Chemistry, TOK, EE,
CAS
S7 Male Mathematics, English, PE, Business, Film Studies, Sport Science, Spanish, TOK,
EE, CAS
S8 Male Mathematics, Chinese, English, Chemistry, PE, Physics, Business, TOK, EE, CAS
Librarians Gender Major for undergraduate and postgraduate
L1 Female Undergraduate: English & Comparative Literature
Postgraduate: Library and Information Management
L2 Female Undergraduate: Economics and Business Management
Postgraduate: Information Management
Table 1: Demographic Table of Respondents

When exploring critical elements in an AI literacy instruction program, it is better to follow

information literacy models that inspire librarians or teachers on the best way to teach students how to search
and interpret the information for problem-solving and inquiry(Heath & Sinclair, 2020). The Big Six
Information Literacy model is one of the most used models for information literacy instruction in schools
worldwide (Baji et al., 2018). As mentioned, there are six stages to help students solve problems and make
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decisions using information. The following sections summarize the research findings and suggest key
elements of an AI literacy instruction program for international school librarians to teach students using
GenAI ethically and effectively for study.

4. Findings and Results

4.1 Perception of Year 12 students on using GenAI for study

Some respondents learned about ChatGPT from social media, friends, and teachers. They generally used it for
simple assignments and initially doubted its effectiveness. For example, S3 shared, “Using social media, I
found out that ChatGPT being developed by OpenAI…I used it, tested it…I would assume it can’t do it, and I
basically tested it for a while.” S6 shared, “The first time I used it was to help just answer a really simple
question.” Nevertheless, some respondents found that GenAI tools are innovative and started using them for
most assignments. For example, S2 explained, “I saw my friends using these GenAI tools…I thought it was a
very convenient and smart resource to use. I use them in pretty much almost all school assignments.”

4.1.1 Usage experiences

Table 3 summarizes the respondents’ usage of GenAI. Most respondents have used ChatGPT from Poe.com.
They opined that Poe.com offers a collection of GenAI tools for them to try different tools and compare their
potential to aid their study. Within Poe.com, they used Poe and Claude more to help them write English essays.
Many also reported frequent usage of Perplexity, as they saw better results than Poe’s ChatGPT in disclosing
the information sources. Yet, some have never heard of ChatGPT, and they were puzzled by the content
generated by Poe due to a lack of information sources. They also used Grammarly to polish their writing,
while some used Canvas and Adobe Firefly for image generation, editing, and presentation.

AI tools used for study Interviewees- Students (n=8) Frequency

ChatGPT from Poe 6 8
Poe Assistant 2 3
Claude 1 1
Perplexity 2 5
Grammarly 2 2
Canvas 1 1
Adobe Firefly 1 1
Table 2: GenAI tools used by ESF Y12 students for study
Respondents predominantly used GenAI to brainstorm ideas and generate questions for research tasks
and other assignments. For example, S1 shared, “I mainly use ChatGPT to help brainstorm ideas for my
assignments.” S7 explained, “For my EE, I wanted to come up with a question…So I could use information
from that to generate a question.” Besides, they used GenAI to paraphrase their sentence, grammar check, and
polish their writing. For instance, S3 said, “I needed to, like, rephrase my works, paraphrase it.” S5 remarked,
“It can help reform sentences of my own words.”

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 Additionally, respondents would like to use GenAI to clarify some complicated concepts because the
prompts could present simple definitions or explanations, enabling them to understand some theoretical ideas
and search for more in-depth information. S2 commented, “I don’t understand a particular topic or definition.
So I may ask the AI.” S4 reflected, “I asked the chatbot to give more in-depth sources…giving you precise
content.”

Interestingly, they asked ChatGPT to create in-text citations and bibliographies, which they
considered efficient in creating the correct bibliography format. For example, S1 shared, “I ask it to help with
APA referencing sometimes.” S5 explained “I’ve used it…like bibliographies as well…It takes a lot of time,
like writing bibliographies in APA format and then alphabetically sorting it.”

4.1.2 Perceived Benefits of using GenAI for study

Most respondents agreed that GenAI tools are fast and convenient for information search. They could get a
ready-to-use answer easily, directly, and immediately through interactive and personalized conversations. The
answers were presented in bullet points with sub-headings, enabling them to interpret the ideas better. S4
believed “ChatGPT makes everything faster...you get whatever you want directly.” Similarly, S6 asserted,
“I’ll be able to do all my research in one place and not have to go searching for a long time.”

Moreover, they perceived that GenAI could offer answers and analyze issues from various
perspectives and sources, making it easier for them to understand complex concepts. S1 stated, “It’s beneficial
because it analyses information from several sources.” S8 mentioned, “For TOK, I would tell AI to help
refine how the question works…ChatGPT helped me understand what the question was asking.”

4.1.3 Drawbacks of using GenAI for study

Respondents recognized that information on GenAI was too general and somehow offered irrelevant
information. Thus, they sometimes did not use the answers for assignments. When ChatGPT could not help
them, they turned to major search engines like Google and Google Scholar and online resources from the
school library. Yet, some did not seek other learning resources and just worked independently. For instance,
S3 explained, “Usually, it can give me very generic answers…I always specify what I need it for.” S4
expressed, “I searched on Google because I don’t trust the accuracy of chatbots.” Finally, S8 said, “Basically,
I stopped using it. That’s how I overcome it.”
They also expressed worry about GenAI providing fake information because they knew the
limitations of such new technologies and would verify the answer by referring to academic journals and online
resources. S2 stated, “I use AI very carefully because I know it’s not perfect right now, and there may be
errors.” S4 described, “One downfall of GenAI is that it’s not always accurate compared to Google.” S8
complained, “It does give misinformation.”

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 Finally, they were concerned that using GenAI would violate the academic honesty of the schools and
IB. None of them would directly copy the answers from GenAI for assignments because they wanted their
work to be more authentic. A student raised an ethical concern: the convenience and speed of ChatGPT would
drive them to rely on it more and become lazier. For example, S4 suggested, “If something is breaching
academic honesty, then I shouldn’t do it.” Likewise, S7 remarked, “I am concerned about how many students
end up generating whole essays from ChatGPT…it does reduce the integrity of other people’s work.”

4.2 Perception of ESF Librarians on using GenAI for study among students

4.2.1 Impressions on GenAI and its impact on information seeking

Librarian respondents generally doubted if the answers of GenAI were totally correct. However, they opined
that it could be a great collaborative partner for learning because such unreliable answers would stimulate
students to explore more and deeper. For instance, L1 expressed, “It’s not always the most reliable
information. So already, the output is flawed.” L2 also believed, “We’re still going to need to check the
accuracy and creditability of the source…They are using AI as a tool to extend the knowledge that they
already have.”
Echoing students' opinions, the librarians agreed that GenAI could explain and clarify concepts in a
way that students would understand more easily, especially for those afraid of talking to their teachers.
Besides, L1 expressed that Perplexity would be better than Poe’s ChatGPT due to its disclosure of the sources
so that students could critically assess the relevance and accuracy of the answers. L1 explained, “I’m very
acknowledged a lot of students use the AI because their teacher wasn’t able to explain…so that helped them
break it down.”

4.2.2 Effects of GenAI on information literacy teaching among librarians

Librarian respondents opined that GenAI could largely impact their work on information literacy teaching.
Due to students’ increasing reliance on it as a major source of information to complete their assignments,
students must know how AI works, its shortcomings, and how to use it effectively and ethically. Thus, they
should let students know GenAI would serve as just another tool for information searching, not always giving
them a correct answer. For example, L1 shared, “You need to teach them how AI works, its shortcomings, and
how to use it effectively.” L2 explained, “We know that ChatGPT is not 100% reliable or accurate…They need
to be able to look at different perspectives of a topic.”
Besides, respondents believed they should enhance students’ awareness to verify the answers from
GenAI by cross-referencing traditional resources, such as academic journals, books, and online learning
databases. L1 added, “I would say verify not just with other websites, which they’ll be very used to, but also
with books, with their teachers, or even what they learned in class.”
Moreover, librarians expressed the need to strengthen students’ concept of intellectual property.
Although students should be alerted to the importance of citing AI as a source for their work, most students

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were uncertain about ESF and IB's academic integrity policies regarding the use of AI. They roughly knew
they could not copy the answer from GenAI directly but were unsure when and how they should cite AI,
especially for grammar and spelling. L1 clarified, “Students are not even citing correctly because they don’t
really know how to cite AI. They don’t even know if they have to cite AI.” S5 also mentioned, “Correct the
grammar and spelling…I don’t think ChatGPT should be cited because it’s something I could do.”

5. Discussion and Analysis

Despite the public realizing the rapid growth of AI services and devices, students are less familiar with the
concept and technology of GenAI. They do not understand the possible ethical concerns associated with it
well (Burgsteiner et al., 2016; Ghallab, 2019). As AI tends to play more roles in education, students have to
know how to use AI wisely and ethically (Rodríguez-García et al., 2020; Ng et al., 2021). It gives rise to the
concept of AI literacy. Scholars mostly quote the definition of AI literacy from Magerko and Long (2020, p.2):
“We define AI literacy as a set of competencies that enables individuals to evaluate AI technologies critically;
communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace.”

However, the ability of ChatGPT and other GenAI technologies to produce extensive content from
brief prompts has transformed our understanding of what AI can do (Zhao et al., 2024). There is a need to
revise the idea of AI literacy. Academics started to concentrate on educating younger learners about AI
knowledge and technology, emphasizing the importance of using AI ethically to address real-world issues (Ng
et al., 2022).

5.1 Perspective of school librarians on developing AI literacy instruction (RQ1)

According to Attewell (2023), students in the UK are worried that the answers to GenAI are less reliable and
credible. They are also concerned about the shortcoming of over-reliance on GenAI. Although IB does not
ban students from using GenAI for study, it reiterates AI is a starting point for research. Students have to
identify if the answers of GenAI contain inherent bias (International Baccalaureate, 2023). Studies indicated
that GenAI may not always offer a factually correct answer. Students are thus required to critically assess and
check the validity and inconsistency of the answers (Cotton et al., 2023).

ESF librarians opined that students should acquire skills to evaluate information from GenAI tools
and understand that GenAI is not a panacea. Students should know what datasets are used to train GenAI, as
GenAI platforms often source information from open websites subject to public change of content without
adequate governance. For example, L1 noted, “You need to tell students this is not a magic bullet…. So, they
will have to learn how to evaluate.” L2 also warned, “You need to fact check…We know there’s a lot of fake
or inaccurate information.” Thus, the answers from GenAI may be rendered incorrect and contradictory,
which is also agreed by some student respondents.

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 Besides, librarian respondents suggested enhancing students’ awareness of biased information from
GenAI. Students should analyze the reliability of results and the effectiveness of algorithms while scrutinizing
the inherent biases associated with using GenAI (Silva et al., 2023). By examining the information sources of
GenAI content, students can interpret the information from GenAI from various perspectives. For example, L1
explained, “Make sure you verify the information…maybe possibly checking its sources that it used.” L2
added, “ChatGPT was developed in Western cultures. So you know the information bias will be towards a
certain perspective on any issue.”

Studies have indicated that GenAI cannot perform original research or generate novel ideas. The
feedback from GenAI may not contain appropriate citations and references to the sources (Cotton et al., 2023;
García-Peñalvo, 2023). Librarians should teach students to examine the sources and citations of the answers to
GenAI. It is also a regulation of IBDP, which is regarded as cheating and plagiarism (International
Baccalaureate, 2023): “If they use the text (or any other product) produced by an AI tool—be that by copying
or paraphrasing that text or modifying an image—they must clearly reference the AI tool in the body of their
work and add it to the bibliography.”

Finally, librarian respondents recognize the importance of prompting GenAI tactfully and ethically.
Students generally remark the answers from GenAI are too vague and generic. It is necessary to prompt more
specifically to get ideas for assignments. Librarians should suggest that students understand their information
needs to personalize the answer. For example, L1 suggested, “Prompts can’t be too narrow; it can’t be too
broad. And you have to make sure that your prompts give you as much information as possible.”

5.2 Suggested elements for AI literacy instruction programs (RQ2)

Critical thinking is a fundamental aspect of learning in the 21st century (Saleh, 2019; Sari & Wardhani, 2020).
The information age demands that individuals engage more thoroughly with the information they encounter,
and they should utilize reliable sources to make well-informed decisions, solve problems, and develop new
insights (Smilansky, 2023). Although both student and librarian respondents agreed that GenAI may contain
biased or inaccurate information, some students would still use it as a primary source of information for
assignments due to its convenience. As IB embraces the use of AI for assessment, school librarians should
teach students to use GenAI effectively so that they would not easily commit plagiarism and academic
misconduct.

Using the Big Six Model, this research provides a structured approach to ensure students understand
AI and develop critical thinking and problem-solving skills related to GenAI technologies. Table 3
summarizes the suggestions on how AI literacy programs can be organized and instructed for students:

Stages of Big Main ideas of each stage Application of an AI literacy instruction program
Six Model among international school
1. Task  Determine and Define the Problem: Do I  Instruct students what AI is
Definition understand what I need to do?  Identifying the learning goals of students
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  Identify the information need: What essential about AI literacy
information do I need about the topic?  Introduce the academic honesty policy of
IBDP
2. Information  Determine source of information: Where  Let students understand how GenAI works
Seeking should I begin my search for information? and their potential bias
Strategies Consider both print and online sources, such  Teach students techniques for asking follow-
as databases and encyclopaedias. up questions for AI prompts
 Select the best source: Choose resources that  Teach students other credible sources of
are perceived as easy to use and highly useful. information, such as e-journals, databases,
newspapers
 Introduce students effective searching
strategies for information resources, like
filters, boolean operations
3. Location  Locate Information Sources: Develop the  Prompt Engineering: Teach students how to
and Access skills to use indexes and search through craft prompts that effectively guide AI to
various sources for information. generate more useful and accurate answers
 Find information: Identify the specific  Suggest students use AI tools to gather
information needed and seek out sources that information more reliably and ethically, such
contain relevant content to meet users' needs. as Perplexity
Be sure to highlight and take notes as
necessary.
4.Use of  Engage with the Information: Actively interact  Inspire students refine their prompts, students
Information with the stored information related to the should learn how to extract relevant
defined problem through reading, listening, information from complex AI outputs
and observing.  Provide tasks, requiring students to
 Extract Information: Determine effective paraphrase
methods to filter and select the most important  Summarize or quote information from
and relevant information from a large volume various resources
of data related to the identified issues.
5. Synthesis  Organization of Information: Arrange the  Teach students a necessity to integrate
various sources into a cohesive format to answers from GenAI with other sources of
achieve systematic results. information
 Information Presentation: How should I  Work with teachers to develop
present the information to my teacher to interdisciplinary projects that combine AI
complete assignments? Have I noted all the with subjects
sources for the bibliography?  Gain practical insights into the capabilities
and limitations of AI systems
6. Evaluation  Evaluation of the Product: User reviews the  Ask students to write a reflective essays or
results to assess whether they effectively presentations to assess their learning process,
address the information research problem. challenges faced and knowledge gained from
 Evaluation of the Process: User evaluates the GenAI
process to determine if it meets their
information needs.
Table 3: Summary of application of AI literacy instruction program guided by the Big Six Information Literacy Model

5.2.1 Task Definition

When librarians plan AI literacy programs, they should first teach students to determine and define the
problems and identify their information needs. Students should ask questions like: “Do I understand what I
need to do? What are the topics/questions I need to answer? What do I need to know about the topic?”
(Eisenberg, 2003, p.8; Kamba & Buba, 2022, p.7)

Students should recognize the need for AI literacy and define their learning goals. In this stage,
librarians would help students understand what AI is and its relevance to current and future societal contexts

12
(Lo, 2024). Librarians should define specific and measurable goals for what students should learn about AI,
including AI ethics, technology, application, and implications (Cox &Mazumdar, 2024).

Librarians can show students what AI literacy is by organizing workshops or presentations on AI

technologies and their impacts across different sectors. Librarians should also explain the academic honesty
policies of IBDP and ESF regarding GenAI. Instead of passive reception of information, ESF librarians adopt
experiential learning for students to taste and use applications. For example, L1 shared, “I would probably
give them a topic, and then I’ll ask them to put their prompts into AI. And then I’ll ask them if you can shout
out what you got.”

As such, students can independently learn how GenAI generates an answer and explore its benefits
and shortcomings. Moreover, librarians can teach students how neural networks function, the history and
recent developments of AI technologies, the ethics of using AI in various sectors, and the impacts of AI on
global economics, politics, and culture (Mannuru et al., 2023)

5.2.2 Information Seeking Strategies

According to Eisenberg and Berkowitz (1990), students identify where their information comes from. They
are trained to broadly understand different information sources, including books and other media, and to select
the most appropriate one (Iriani & Wicaksono, 2021). For example, students can ask: “Where can you start to
look for information?· What are the best sources to use? They should probably choose sources with perceived
value and user-friendliness.” (Kamba & Buba, 2022, p.7)

Librarians should also train students to identify other credible sources when planning AI literacy
instruction. Most student respondents shared that they did not plan before asking GenAI and just believed
asking follow-up questions to GenAI could narrow down their search, aligning with the findings of Svendsen
and Garvey (2023). As those answers are not always correct, students should be encouraged to ask teachers
and search for information from academic journals, books, newspapers, and official websites of various
organizations and government departments before sending prompts to GenAI (Verma et al., 2023)

Librarians should also guide students in sending prompts more specifically. Students should be clear
about their assignment information to avoid over-generic answers. When introducing other learning resources,
librarians can guide students in developing effective searching strategies using keywords, boolean operations,
and filters. Consequently, students would not solely rely on GenAI but use diverse sources to obtain the
information more comprehensively.

5.2.3 Location and Access

In this stage, students should search for information stored in various sources. They should identify the
required information and search for relevant sources to satisfy their information needs. They can highlight or

13
take notes if necessary (Eisenberg and Berkowitz, 1990). Librarians have to ensure that students have access
to the required information sources, whether physical or digital.

Prompt engineering directs GenAI to produce targeted, high-quality outputs (Cain, 2024; Walter,
2024). Despite AI chatbot's aim at emulating human behavior, they still need detailed instructions to deliver
more specific and relevant results for the users (Chang et al., 2023; Kuhail et al., 2023). It matched with the
views of ESF librarians: teaching students how to craft prompts that effectively guide AI to generate more
valuable and accurate answers that essentially improve students’ ability to retrieve information from AI
systems.

Furthermore, librarians should suggest students use AI tools to gather information more reliably and
ethically. Based on the opinions of ESF students and librarians, Perplexity seems to perform better than Poe
because its answers provide users with the sources of information. Students can check if the results are correct
and trustworthy. GenAI can be a customized resource for learning if students can master the skill of prompt
engineering (Pesovski et al., 2024). They can proficiently interact with AI to locate and access the desired data.

5.2.4 Use of Information

At this stage, students should engage with the information by reading, listening to it, or observing it. They
then take, identify, and select the parts of the information that are important and relevant to solving the
problems (Iriani & Wicaksono, 2021). They should ask for the information expected, what information from
the source is valuable, and whether it is reliable.

To use the information from GenAI more productively, librarians can teach students to read and
assess the information for credibility critically, relevance, and bias (Oloniruha et al.,2024; Ferrara, 2024).
They should develop activities that encourage students to engage with actively. For example, by inspiring
students to refine their prompts, students should learn how to extract relevant information from complex AI
outputs. Librarians can also provide tasks requiring students to paraphrase, summarize, or quote information
from various resources, such as academic articles, online resources, and GenAI (Koos & Wachsmann, 2023).
Librarians should ensure students know proper citations and understand the content.

Students should tactfully take notes when using information from GenAI and other resources for
assignments. Librarians can provide training on organizing information efficiently using tools like digital
notebooks, reference management software, or spreadsheet templates for data collection from GenAI
(Rodriguez & Mune, 2022). It helps enhance students’ information processing and organizing skills.
Furthermore, librarians can help students develop their information needs academically (Derakhshan et al.,
2015; Mierzecka, 2018). Students can critically evaluate the information provided by GenAI while developing
information needs. Hence, they can distinguish bias and misinformation from the answer of GenAI, which is
crucial for responsible information use (Zhou et al., 2023)

14
5.2.5 Synthesis

It involves integrating information from various sources and creating something new or original based on such
information (Eisenberg and Berkowitz, 2003; Iriani & Wicaksono, 2021). After obtaining information from
previous stages, students should combine, analyze, and organize it meaningfully. They should ask how to fit
all the information together, write an outline of the project, and present the information to answer the question
(Kamba & Buba, 2022).

Librarians should teach students to organize the information logically and coherently. Students should
be alert to the limitations of GenAI. They have to consider other sources of information for completing their
assignments, like books, academic articles, and online databases (Wang et al., 2023). They can also use the
knowledge from teachers in classes. Thus, they can create a broader understanding and present a more
comprehensive view of the topic by integrating various information.

Librarians can work with teachers to develop interdisciplinary projects that combine AI with subjects
like economics and business. While allowing students to use AI for market analysis, librarians require students
to use other resources to complete the projects. Providing an opportunity to integrate the information from
GenAI and other sources enables students to share and combine their findings, perspectives, and insights
(Labadze et al., 2023; Kooli, 2023). Students can thus apply their knowledge, experiment, and gain practical
insights into the capabilities and limitations of AI systems (Chen et al., 2023)

5.2.6 Evaluation

In the final stage, students assess the outcome and determine if it addresses the research problem effectively.
They also evaluate whether the process fulfills their information requirements (Eisenberg and Berkowitz,
2003). They should ask if they have solved the problem, the difference in performing subsequent similar tasks,
and what they have learned (Kamba & Buba, 2022).

Librarian respondents stressed that students must know where GenAI sources their information
because GenAI may use open sources, which are less reliable than traditional sources. Yet, student
respondents expressed they rarely evaluate the impacts of GenAI on their research process. Thus, librarians
should teach students to evaluate AI outputs to refine their prompts and strategies. Librarians can ask students
to write reflective essays or presentations to assess their learning process, challenges faced, and knowledge
gained from GenAI. It enables students to understand how effectively their prompts have guided AI to meet
their information needs, enhancing their information retrieval skills (Chen & Zhu, 2023).

5.3 Suggestions

Based on the Big Six Model of Information Literacy, librarians should incorporate AI-specific competencies
into the existing information literacy curriculum and instruction, such as evaluating AI-generated content,
understanding AI search mechanisms, and using AI tools responsibly. This approach ensures AI literacy is not
15
taught in isolation but is seamlessly woven into the broader information literacy framework that students are
already familiar with. This study suggests the following key elements for an AI literacy instruction program
among international school librarians:

5.3.1 Evaluation of AI-generated Content

Librarians should teach students how to critically evaluate the accuracy, reliability, and credibility of
information generated by AI tools like ChatGPT (Huang et al.,2023; Whalen & Mouza, 2023). They should
develop evaluation criteria for students that consider factors such as the source of the GenAI model, the
training data used, potential biases, and the overall quality and usefulness of the generated content.

Librarians can encourage students to compare AI-generated information with authoritative human-
created sources, such as academic publications, reputable news agencies, and teachers’ opinions, to assess the
validity and trustworthiness of the AI-generated content. They can provide students with AI-generated articles
or essays on a specific topic and have them compare the content to authoritative human-created sources.
Students can then evaluate the accuracy and reliability of the AI-generated information.

5.3.2 Understanding AI Search Bias and Limitations

Librarians should educate students on how AI search algorithms and language models can have inherent
biases based on their training data and design (Meyer et al., 2023). Librarians can demonstrate how to conduct
the same search query on both AI-powered and traditional search engines. Students can thus compare and
analyze the differences in the search results, identifying potential biases and limitations in the AI-powered
search.

Librarians can move forward to develop strategies for combining AI tools with traditional search
methods. Based on the interview with ESF librarians, this includes cross-referencing information from various
sources and employing diverse search techniques to gather complete and more balanced datasets.

5.3.2 Promoting Responsible and Ethical Use of GenAI

Librarians should establish guidelines and policies for the appropriate use of AI tools in research and
academic work, emphasizing the importance of proper citations when using AI-generated content
(AIContentfy.com, 2023). They should discuss with students the potential risks and implications of over-
reliance on AI for information seeking, such as the spread of misinformation, lack of original thinking, and
ethical concerns around plagiarism or academic dishonesty (Rane et al., 2023; Zhai et al., 2024).

Librarian respondents also encourage students to use AI tools responsibly, such as brainstorming,
proofreading, or generating initial drafts, while maintaining a critical perspective and ensuring the final work
is their own (Lo, 2023). As such, school librarians can create a comprehensive and adaptable AI literacy
instruction program that empowers students to navigate the evolving information landscape with critical
thinking, ethical decision-making, and responsible use of GenAI technologies.
16
6. Conclusion

This research employs the Big Six Model of Information Literacy to investigate how to design and implement
an AI literacy instruction program for students. Librarians can incorporate regular feedback mechanisms
through surveys and focus groups to adjust the program to meet students’ needs better (Weare, 2013). It helps
students internalize their learning and understand their growth, boosting their engagement and commitment to
the program. With the advent of the fourth industrial revolution, AI has gained immense popularity and
widespread adoption across various industries (Culduz, 2024). This is primarily attributed to the exponential
growth of data, advancements in algorithms, and enhancements in computing power and storage capabilities
(Zhang and Chen, 2023).

Training librarians to deliver an AI literacy program may require a certain level of technical expertise.
If librarians cannot keep up with AI concepts and technologies, they may face challenges in effectively
teaching and supporting students in this area (Formanek, 2024; Harisanty et al.,2024). The school
management should provide librarians with training workshops and professional development opportunities
focused on AI technologies and teaching methodologies. Moreover, they can collaborate with experts in the
field of AI to provide support and guidance to librarians during the program implementation (Mallikarjuna,
2024; Enakrire & Oladokun, 2024).

This research concentrates on the relationships between GenAI and student information-seeking
activities. However, the applications and impacts of various AI technologies extend far beyond information-
seeking. AI's influence on school librarians' role is multifaceted and complex (Yunus et al., 2023; Kamalov et
al., 2023). Many further studies are necessary to cover all the possible ways AI affects the works and
responsibilities of school librarians. The development of GenAI is swift, which places a significant limitation
on the study (Wu, 2023; Du et al., 2024). Such rapid development also means that findings may be quickly
outdated, requiring continuous research to cope with the latest AI development (Kaur et al., 2023)

Moreover, this research only focuses on ESF international schools in Hong Kong. Thus, future
research can work on how GenAI affects information literacy instruction among schools in other regions.
Besides the IBDP curriculum, more works can focus on other curricula, such as HKDSE, IGCSE, IBCP,
BTEC, etc. With the increasing influence of AI on our daily lives, there has been a growing emphasis on AI
education to empower students with knowledge, skills, and ethical understanding related to AI (Kong et al.,
2022). Educators should always consider effective instructional design to enhance students' AI literacy and
competencies (Gameil & Al-Abdullatif, 2023).

This research mainly focuses on school librarians’ role in AI literacy instruction. Nevertheless,
librarians should work with subject teachers to integrate AI literacy into subject-specific curricula and explore
more interdisciplinary project opportunities (Friesen et al., 2023). Librarians can work with subject teachers to
design project-based learning experiences that involve AI applications. More future research can focus on how

17
to encourage students to apply their knowledge, coming from both AI prompts and traditional resources,
across multiple disciplines. By fostering teacher-librarian collaboration, it can create a vibrant and engaging
AI literacy program that captivates students' interest and promotes a deeper understanding of AI.

18
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Appendix A - Interview Questions for students
Use and expectation of GenAI in general

1. How often do you use GenAI to support your study? In what circumstances do you use GenAI to
support your learning and assignment?
2. What GenAI tools do you use regularly to support your learning?
3. How can incorporating ChatGPT into your study benefit you?
4. What specific features or capabilities would you like to see in ChatGPT that would support your
learning and research needs?
Ethical Consideration of GenAI

1. Do you know the academic integrity policies of IB and your school or ESF, especially on using
GenAI? If so, what are they?
2. How do you plan to ensure your use of ChatGPT adheres to the school's or IB's academic integrity?
3. What concerns, if any, do you have about the ethical implications of using AI-generated content in
your work?
Using the Big Six Model, what key elements should be included in AI literacy instruction programs developed
by international school librarians in Hong Kong?

Stage 1: Task Definition

1. What types of assignments or projects would you use ChatGPT or similar AI for assistance?
2. What problems or challenges do you hope GenAI could help you solve in your study?
Stage 2: Information Seeking Strategies

1. How do you envision utilizing ChatGPT to formulate research questions or to identify key concepts
and terms for your study?
2. What kind of information or content do you expect ChatGPT to provide you with when working on
assignments or studying?
3. How do you plan to use ChatGPT to develop your information-seeking strategies for learning and
research?
Stage 3: Location and Access

1. How do you see an AI like ChatGPT fitting into your research process when looking for information
or resources?
2. Have you thought about any criteria you would use to decide when it's appropriate to rely on
ChatGPT for information instead of other sources?

Stage 4: Use of Information

1. How would you verify the information provided by ChatGPT before using it in your academic work?
2. Can you describe an experience where ChatGPT could help you interpret or analyze data for an
assignment?
Stage 5: Synthesis

1. How and what do you integrate the information provided by ChatGPT with your existing knowledge
and other academic resources?
2. What do you think about using ChatGPT to help you draft or outline your essays and other
assignments? If so, how? If not, why?

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Stage 6: Evaluation

1. How do you evaluate the usefulness and reliability of the information provided by GenAI in your
studies?
2. After completing an assignment where ChatGPT was used, how would you assess its impact on your
overall research process?

Appendix B. Interview questions for school librarians

RQ1: What AI literacy skills or competencies should be developed in the future ILI?

Overview of GenAI

1. What is your impression of GenAI, like ChatGPT? How do you think GenAI change our way of
information-seeking?
2. How do you think chatbots like ChatGPT will be integrated into the school library?
3. How do you think GenAI will affect how you work with ILI? In what way?
AI literacy skills or competencies necessary for students equipped to study

1. What are your views on the development of GenAI? How does such development affect your
information searching and your work in ILI?
2. Could you suggest which AI literacy skills or competencies are the most important for international
senior secondary students to be developed regarding GenAI and its ethical concerns? Why and how is
it the most important?
RQ 2: Using the Big Six Model, what key elements should be included in AI literacy instruction programs
developed by international school librarians in Hong Kong?

Stage 1: Task Definition

1. How do you perceive the role of AI literacy in helping students identify and understand the scope of
their study/research works?
2. Could you provide an example of a lesson or activity you teach students how to employ AI to develop
precise and manageable research questions?
Stage 2: Information-seeking strategies

1. In your experience, what are common information-seeking strategies among senior school students?
How do students integrate GenAI tools into their information-seeking strategies?
2. What challenges have you observed students facing when they use GenAI in research and
assignments? How do you address these?
Stage 3: Location and Access

1. What are your views on integrating the GenAI tools into library instruction sessions to improve
students’ ability to locate information?
2. How are students being taught to use AI tools to find and retrieve information effectively?
Stage 4: Use of Information

1. How do you guide students to critically appraise the relevance and accuracy of information obtained
through AI sources?
2. How do your approaches to teaching students adhere to ESF and IB's academic integrity policies?
3. How do you teach students to alert them to potential biases in AI-generated content and the
importance of cross-referencing with traditional sources?
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Stage 5: Synthesis

1. In what ways have you seen AI tools facilitate the synthesis of information from multiple sources in
student research?
2. What strategies do you teach for combining AI-generated insights with human analysis to create
coherent research findings?
Stage 6: Evaluation

1. How do you encourage students to evaluate the effectiveness and efficiency of AI tools in their
research process?
2. What measures do you suggest students take to assess the credibility and reliability of AI-generated
information?
Training and Professional Development

1. What professional development programs have you participated in to enhance your understanding of
AI and its educational applications?
2. How do you work with subject teachers to ensure that AI literacy instruction is aligned with the
curriculum and relevant to students' coursework?

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Appendix C

Perceptions of Students on using GenAI for study

A. How do students use GenAI tools for study?
Identified Interviewees- Frequency Sample Responses
themes (8 Students)
Brainstorming 3 5 S1: “I mainly use ChatGPT to help brainstorm ideas for assignments.”
ideas for S3:“…firstly, to brainstorm ideas for like a project or any tasks I have.”
assignments
Generating 2 3 S1: “I ask it to help with APA referencing sometimes.”
citation and S5: “I’ve used it…like bibliographies as well.”
bibliography
Clarifying 2 2 S2: “I don’t understand a particular topic or a particular definition. So I
concepts and may ask the AI.”
definition S5: “I use AI to understand certain concepts.”
Paraphrasing 3 4 S3: “Secondly, if I needed to, like, rephrase my works, paraphrase it.”
sentence S5: “It can help reform sentences of my own words.”
Developing 2 2 S7: “I ask Poe for assistance on the topic...I was able to use information
research from that to generate a question.”
questions S8:“I would tell AI to help me refine how the question works.”
Searching for 3 3 S4: “I asked the chatbot to give more in-depth sources…giving you
in-depth precise content.”
information S7: “It allows me to generate more information.”
and resources

B. Benefits of using GenAI for study

Identified themes Interviewees-(8 Frequency Sample Text

Students)
Fast to get the answer/ 7 7 S4: “ChatGPT makes everything faster..you get whatever
Save time for you want directly.”
information searching S6: “I’ll be able to have all my research in one place and
not have to go searching for a really long time.”
S7: “Using ChatGPT saves me a lot of time as it reduces the
number of searches I have to do.”
Offer an answer from 2 2 S1: “It’s beneficial because it analyzes information from
different several sources.”
sources/perspectives S7: “I can find a broader range of perspectives I can look
through.”
Personalized 1 2 S2: “It’s like holding a conversation with someone and
conversation getting personalized information. It is easy to access.”
Easier to understand 2 2 S1: “It’s easier to understand because some academic
complex concepts websites, their information, they really use complicated
words. It’s easier just to put it in ChatGPT and ask to
simplify the information.”

C. Problems/Shortcomings of using GenAI for study

Identified Interviewees-(8 Frequency Sample Text

themes Students)
The information 2 3 S1: “ChatGPT gives me a generic answer that doesn’t score
is too general. high.”
S3: “Usually, it can give me very generic answers…I always
specify what I need it for…”
Fake 3 4 S2: “I use AI very carefully because I know it’s not perfect right
information now, and there may be errors.”
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 S4: “One downfall of GenAI is that it’s not always accurate
compared to Google.”
S8: “It does give misinformation.”
The information 2 3 S5: “Sometimes it gives me irrelevant information.”
is irrelevant
Afraid of 4 6 S4: “If something is breaching academic honesty, I shouldn’t use
committing it.”
academic S7: “I am concerned about how a lot of students end up
dishonesty generating whole essays from ChatGPT…it does reduce the
integrity of other people’s work.”
S8:“Using AI to help you write just feels like a cheat.”
Easy to make 1 2 S5: “In the long run, you will be able to distinguish the people
students lazy who lazily use AI. You're never going to develop your brain.”

Perceptions of ESF librarians on using GenAI for study among students

A. Impression on GenAI and its impact on information seeking

Identified themes Interviewees-(2 Frequency Sample Text

Librarians)
Unreliable sources 2 4 L1: “It’s not always the most reliable information. So already,
of information the output is flawed.”
L2: “We’re still going to need to check the accuracy and
creditability of the source.”
Extension of 1 2 L2: “They are using AI to extend the knowledge they already
knowledge learned have.”
from teachers
Clarifying and 1 2 L1: “If they manage to simplify it, then I think it will be very,
explaining concepts very helpful, especially for some students who really don’t want
in a simple way to talk to their teachers.”

B. How does GenAI affect librarians’ work on information literacy instruction?

Identified Interviewees-(2 Frequency Sample Text
themes Librarians)
Let students 2 4 L1: “You need to tell the students this is not a magic
know the bullet…You need to teach them how AI works, its
shortcomings of shortcomings, and how to use it effectively.”
GenAI L2: “We know that ChatGPT is not 100% reliable or
accurate…They need to be able to look at different
perspectives on the topic.”
Enhance their 2 4 L1: “They tend to forget that this information may not be
awareness of quite as accurate as they want it to be.”
verifying L2: “They need to check the accuracy of the information
information because…it will gather information sources and even
from GenAI websites that don’t really exist.”
Increase their 1 2 L1: “Then you see all these creative artists are against AI
awareness of because they ‘re basically stealing all this to make your own
intellectual output.”
property
Teach students 1 2 L1: “They don’t even know if they have to cite AI”
to cite AI
correctly

RQ1 From school librarians’ perspective, which AI-related literacy skills should be developed for the future
information literacy instruction?

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Identified themes Interviewees- Frequency Sample Text
(2 Librarians)
Evaluation of the 2 4 L1: “They tend to forget that this information may not be quite as
accuracy of accurate as they want it to be. So, they will have to learn how to
information from evaluate.”
GenAI L2: “You need to fact check…We know there’s a lot of fake or
inaccurate information.”
Awareness of 1 2 L2: “ChatGPT was developed in Western cultures. So you know
biased information the information bias will be towards a certain perspective on any
from GenAI issue.”
Essence of 2 3 L1: “You should verify the information…maybe possibly checking
information sources the sources used.”
of GenAI content L2: “We need to check our sources correctly.”
Skills to ask AI 1 3 L1: “Prompts can’t be too narrow; it can’t be too broad. And you
tactfully and have to ensure that your prompts give you as much information as
ethically possible.”

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