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