Conference Agenda

Dealing with (generative) artificial intelligence is a significant aspect of information literacy and an essential part of library services. According to the IFLA Statement on Libraries and Artificial Intelligence libraires should help their patrons develop digital literacies that include an understanding of how AI and algorithms work, and corresponding privacy and ethics questions.

This contribution analyses, how the university libraries in Germany integrate AI in their library courses, which AI competencies are promoted by libraries and which AI tools are teached. We also discuss the perspective of the teaching librarians: How do they deal with AI, which aspects of artificial intelligence do they find challenging and what kind of cooperations do they want?

Based on the results of a survey among teaching librarians we present the support services of the Bavarian Library Network and discuss changes and challenges of incorporating AI into information literacy services. They include networking events, exchange of course materials and the collection good practice examples. We argue that all concepts for promoting information literacy must take artificial intelligence into account.

The rise of generative AI tools has sparked both excitement and controversy in academic research. While AI can enhance literature reviews, citation analysis, and knowledge synthesis, its uncritical use has resulted in high-profile retractions and publication scandals. Researchers must navigate the fine line between leveraging AI’s benefits and upholding research integrity.

At the Free University of Berlin’s library, we offer tailored courses on AI literacy to various academic stakeholders, including students, faculty, librarians, and researchers. One of our initiatives is a workshop for the Dahlem Research School’s PhD program, integrating principles of good scientific practice with the emerging role of generative AI.

This presentation introduces our workshop model, which incorporates interactive discussions on ethical and legal considerations, real-world case studies and hands-on exploration of AI research tools. Participants learn to critically assess AI-generated content, understand institutional AI policies, and develop best practices for responsible AI usage in research.

Workshop Structure

The workshop is designed to foster critical engagement through the following components:

1. Exploring participants' experiences with AI: We ask participants whether they have used AI in their research. If so, how have they used it?

2. Discussing potential pitfalls of AI usage: Participants are invited to share their thoughts or experiences regarding the misuse of AI, including both generative AI and other AI tools that support the research process. We also provide examples of AI-generated text and images that have successfully passed peer review.

3. Analyzing case studies: Through three case studies, participants discuss false accusations of AI misuse, authorship concerns, and questions of responsibility.

4. Deriving best practices: Participants collaboratively establish guidelines for responsible AI use, ensuring adherence to good scientific practices.

5. Exploring AI tools for research: In the final part of the workshop, participants learn how Retrieval-Augmented Generation tools and AI research assistants can support their work, while also discussing their limitations and challenges.

Thus, our workshop equips scholars with the knowledge to:

• Recognize AI’s capabilities and limitations in academic research.

• Evaluate AI-generated content for accuracy and reliability.

• Address ethical and legal concerns, including data privacy and copyright issues.

• Implement best practices for transparently documenting AI usage.

Conclusion

The workshop can be modified for other audiences or for specific departments. This presentation invites discussion on how academic institutions can integrate AI literacy training into their research support frameworks.

References

Academ-AI (2025). Suspected AI. Retrieved February 10, 2025 from https://www.academ-ai.info/.

Deutsche Forschungsgemeinschaft. (2019). Guidelines for Safeguarding Good Research Practice. Code of Conduct. https://doi.org/10.5281/zenodo.3923602

The aim of this presentation is to show how digital accessibility can be considered in library webpages and online materials. Digital accessibility is essential for students with reading disabilities, but all students can benefit from accessible e-materials and contents. There is a wide concern in libraries about student wellbeing (Bladek 2021). Libraries can contribute by making their online services easy to use and add awareness of accessibility features in e-materials.

Laurea University of Applied Sciences Library takes into account the EU Directive on accessibility of websites and mobile applications. Examples of the requirements are captioning, sufficient color contrast, alt text (Pope & Creed-Dikeogu, 2022). Correct technical accessibility doesn’t self-evidently coincide with cognitive accessibility. Webpages and learning materials should contain simple language without library jargon, logical structure, and when possible, information presented in various forms.

Laurea LibGuides is an example of an online service where accessibility is present. The LibGuides was checked and corrected to meet the required technical accessibility features (WCAG). Cognitive accessibility is supported to ensure that LibGuides is easy to use. The tab order, outlay, and terminology are similar on different guides. Finnish language was simplified, for example, in the new users’ guide, which helps foreign students who learn Finnish. Cognitive accessibility is also a part of designing library online courses.

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E-books and e-articles are key sources of information for students. Libraries can support studying by informing students about the in-built accessibility features in these e-materials. When the new EU Accessibility Act is being enforced, it affects the accessibility features in e-books and software. It is important that library staff keeps up-to-date on the latest development in accessibility.

Laurea Library developed together with five UAS libraries a LibGuide: Accessibility - Tips for Reading. It includes instructions to in-built accessibility features in databases and browsers, like ‘read aloud’. It also includes information about optimizing own devices and material on learning strategies. Laurea Library disseminates this information by talking about the LibGuide in library introductions, personal guidance sessions, and online courses. In addition, the library works together with other Laurea staff in promoting accessibility

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A professional way for libraries to enhance students’ wellbeing is to make reading easier. Ensuring accessibility in own work and offering students information about accessibility may affect students’ well-being. It is also very important to offer all students possibilities to benefit from library’s e-materials and services in their studies.

References:

Bladek, M. (2021). Student well-being matters: Academic Library Support for the Whole Student. Journal of American Librarianship, 47. https://doi.org/10.1016/j.acalib.2021.102349

Directive (EU) 2016/2102 on the accessibility of the websites and mobile applications of public sector bodies

Directive (EU) 2019/882 on the accessibility requirements for products and services

Pope, B. M. & Creed—Dikeogu. (2022). Increasing Accessibility to Academic Library Services with Alt Text, Color Contrast, Captioning, and Transcripts in YouTube Tutorilas. Kansas Library Association College and University Libraries Section Proceedings, 1. https://doi.org/10.4148/2160-942X.1085

Objectives

In recent years the library has been involved in a variety of initiatives designed to promote reading among researchers and students. The overall aim of these initiatives has been to inspire engagement with literature beyond textbooks and academic research. In certain instances, these efforts have coincided with other institutional objectives such as enhancing recruitment diversity, inclusive participation, and equitable education. The projects include book clubs and literary outreach programs. While promoting reading and literacy is not the main focus for the library, it is evident that the ongoing discourse surrounding the role of education has had a beneficial impact on the reception of such initiatives. The purpose of this project is to map and critically examine the reading promotion activities conducted at the library, with an ambition to explore alternatives for further development. In addition, we seek to investigate the perspectives of library staff in the role of reading promotion and the broader concept of Bildung in relation to the library’s overarching mission.

Methodology

The project has developed as a continuation of an extensive project on equality and equal opportunities, funded by the university, when several book discussions were organized by the library. The selected books can be discussed from perspectives that relate to ethnicity, history, gender and social differences. These kinds of perspectives are presumed to interest participants with different kinds of interests and offer a wide range of ways to talk about the content. As a complement, representatives from the library management have been interviewed and given their view on reading promotion in higher education.

Outcome

The response from the participants has been positive and requests for a continuation of book discussions have been expressed. The book discussions have given the participants an opportunity to socialize and talk about different topics from different angles, such as historical, social, human and more personal perspectives without any pressure. Based on this response we have come to the conclusion that the projects have had a positive effect on students’ reading. During the presentation we will share our theoretical standpoints as well as successes and challenges that we have experienced when designing and performing book discussions at a technical university.

References

Andersson, J. (2015). Med läsning som mål: om metoder och forskning på det läsfrämjande området. Stockholm: Statens kulturråd.

Conklin, J. L., & Moreton, E. O. (2015). Blurred lines: tying recreational reading to research in an academic library. ACRL 17th National Conference, “Creating Sustainable Community". https://alair.ala.org/items/a14ddfb2-4f5f-4d0c-8ae0-989eb0e8d6c6

Dali, K. & McNiff, L. (2020). Reading work as a diversity practice: a differentiated approach to reading promotion in academic libraries in North America. Journal of Librarianship and Information Science, 52(4), s. 1050-1062. https://doi.org/10.1177/0961000620902247

In response to the growing influence of artificial intelligence (AI) in academic research, the University Library Zurich has restructured its teaching model for the Vetsuisse Faculty Zurich to integrate digital and AI literacy alongside information literacy. Previously, the curriculum focused on classical search techniques and the use of scientific literature databases. The primary objective of this initiative was to provide Master’s students with information and AI literacy competencies to critically evaluate and utilize generative AI tools, such as Scite, alongside conventional search techniques.

The feedback from this initiative led to a mandate from the Faculty Dean for the Library to extend its commitment to teach AI literacy to all faculty members. The transformation began in spring 2024 with a full-day workshop on AI prompting, designed to provide faculty members with basic knowledge and a practical toolbox for applying generative AI tools in research. This workshop served as the basis for further exploration of AI applications by the liaison librarians, which systematically evaluated various generative AI tools to determine their relevance for research and clinical practice. The selected tools were then introduced in monthly coffee lectures, encouraging a collaborative exchange between liaison librarians, PhDs, researchers, clinicians.

Furthermore, with the Dean of Studies and the Vice Deans of Research and Teaching this interactive process influenced an updated curriculum design to AI literacy. The revised teaching approach consists of a 4x45-minute lecture: (1) classical search techniques using scientific literature databases, (2) demonstrations of AI-driven search tools, (3) hands-on group work where students apply both methods and (4) presentations and discussions that frequently lead to ethical debates on AI use in academic research. This practical approach encourages students to critically assess the advantages and limitations of AI-driven methodologies compared to traditional search techniques. The discussions generated through this format highlight the evolving nature of AI integration in academic research and its ethical implications.

Feedbacks of this new approach have been positive, with increased engagement from students and faculty members. The coffee lecture series has established an ongoing dialogue between the liaison librarians and faculty members. This practical improvement, which has already been implemented at various levels, provides a case model for other academic libraries seeking to make the transition from traditional literature literacy to AI literacy.