Librarians’ and Information Science Professionals’ Artificial Intelligence Literacy

An Exploratory Study

Bibliographic Data

ID22416287
AuthorsMor Deshen (0000-0002-1633-7965, Educational Technologies, Israel Academic College, Ramat Gan, Israel; Information Science and Artifical Intelligence Applications, Bar-Ilan University, Ramat Gan, Israel), Noa Aharony (0000-0003-1440-3305, Information Science and Artificial Intelligence Applications, Bar-Ilan University, Ramat Gan, Israel)
Year2026
Volume67
Issue2
Pages128-148
Publication date2026-04-01
Open AccessNo
TypeARTICLE
VenueJournal of Education for Library and Information Science (JOURNAL)
Journal identifiersISSN: 0748-5786 • E-ISSN: 2328-2967
PublisherUniversity of Toronto Press Inc. (UTPress) (PUBLISHER)
DOI10.3138/jelis-2025-0010
OpenAlexW7134002814
LanguageEN
References cited38

This research explores the variables associated with librarians’ and information science professionals’ artificial intelligence (AI) literacy. Understanding these variables is essential for informing the design of LIS education and training programs. By identifying these variables, educators and policymakers can better prepare students to navigate and lead in AI-integrated professional settings. A group of 107 LIS professionals responded to an online quantitative questionnaire. Measures include the AI literacy scale, the personal traits of openness to experience, the cognitive appraisals of threat and challenge, and four sub-scales of AI Device Usage Acceptance (AIDUA). The study analyzed demographic and independent variables associated with LIS professionals’ AI literacy. Willingness, AI usage, and challenge were found to be highly predictive of AI literacy, emphasizing the importance of readiness, hands-on experience, and a proactive approach. Emotions, hedonic motivation, threat, social influence, and openness were moderately predictive, highlighting the roles of positive attitudes, enjoyment, and perceived threats. The findings underscore the need for comprehensive AI literacy development in LIS education, integrating technical and psychological preparation through hands-on experience, attitudinal development, and intermediary skill building. The results suggest that LIS programs should prepare students for their evolving role as AI-literate information professionals.

Cognition · Exploratory research · Higher education · Information literacy · Information science · Literacy · Need for cognition · Openness to experience · Scientific Literacy · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Ethics and Social Impacts of AI