The sudden emergence of AI has dramatically transformed the way people access information and generate content. Yet, like a double-edged sword, AI brings both remarkable convenience and a new set of challenges—particularly in the realm of information literacy. As we navigate the AI era, critical questions arise: How can individuals cultivate the next generation of information literacy skills? And how should libraries respond to these technological shifts to play a more proactive role in information education?
In an age of rapidly advancing smart search technologies, access to information has become easier than ever before. Yet this convenience comes with a new set of challenges: the blurred line between truth and falsehood, overreliance on automation, and rising digital anxiety. Professor Chen Chao Chen, Chair Professor at Chung Yuan Christian University's College of Humanities and Education and Professor Emeritus at National Taiwan Normal University's Graduate Institute of Library and Information Studies, sees this moment as more than a technological shift—she calls it “a cultural turning point.”
With the rise of generative AI and machine learning, the way we engage with information is being reshaped. AI can now instantly produce highly human-like content, and in such a world, everyone must learn to identify deepfakes and misinformation. While many applaud AI for saving time and enhancing productivity, Professor Chen offers a critical reminder: "There is no such thing as a neutral AI."
AI systems learn from vast cultural data and absorb prevailing social norms and values. Since information itself is often embedded with biases, AI generated content may appear accurate while subtly reinforcing misleading or biased narratives. The danger, Chen Chao Chen warns, is that people may unknowingly absorb falsehoods, accepting them without question. Therefore, the future of information literacy cannot be limited to a checklist of technical skills. It must evolve into a mindset—one rooted in independent, critical thinking, enabling individuals not only to use AI tools but to interrogate, interpret, and question the outputs they encounter in an increasingly complex digital landscape.
Learn to Harness AI Without Being Controlled by It
In her past efforts to promote information literacy, Chen Chao Chen would ask students to evaluate the credibility of information using the widely adopted CRAAP test from abroad, which includes five indicators: Currency, Relevance, Authority, Accuracy, and Purpose.
Some scholars, however, believe that CRAAP is no longer sufficient. They argue for the use of lateral reading, meaning that when opening a webpage, readers should cross check sources, investigate the author's background and the context of the text, and further evaluate the credibility of the information rather than relying solely on traditional vertical reading. Information literacy experts Jennifer LaGarde and Darren Hudgins have also introduced the metaphor of a “digital detective”, representing the mindset the public should adopt when interpreting information.
Hung Hui Chun, Associate Professor at the Graduate Institute of Network Learning Technology at National Central University, further emphasized the public’s agency in interpreting information in the AI era. He pointed out that information literacy today is not just about how to search for information, but more importantly, how to think, evaluate, and create. “We must make good use of AI, not be led by the nose by it,” he said.
He gave an example: in the past, users simply typed in keywords and searched for answers. But now, when interacting with AI, it's essential to ask structured questions and support them with critical thinking. Users should take advantage of AI’s interactive dialogue features, engaging in discussions, asking it to explain its reasoning, debating ideas, or even collaborating with it to co create content. This approach helps prevent overreliance on AI while still leveraging its strengths to support higher level thinking. “That,” Hung Hui Chun said, “is the true value of AI!”
Deepening Reading Literacy: Becoming a Hub for AI Education in Practice
In the future, cultivating information literacy will become more important than ever. How can we build this ability in everyday life? Chen Chao Chen believes that "reading" is one of the keyways to develop critical thinking. “Reading encourages deep reflection, and the knowledge accumulated through it is essential. If our minds aren't trained to think deeply, we won't develop the ability to question, we’ll simply accept information at face value.”
Cultivating the public’s reading literacy is one of the core missions of libraries. In addition to traditional print and e-book resources, libraries can also harness AI to enhance digital services and promote reading. Hung Hui Chun believes that libraries, as spaces for knowledge dissemination, are “well suited to become practical hubs for AI education.” For example, when users search for or explore information, libraries could offer AI powered chatbots or search assistants to guide them step by step through the process, helping them search, discuss, and discover additional perspectives along the way.
Chen Ming Lei, Associate Professor at the Graduate Institute of Teaching Chinese as a Second Language at National Tsing Hua University, believes that although AI technology continues to evolve, the core mission of libraries in promoting reading has not been replaced. On the contrary, libraries can leverage algorithms to enhance their recommendation systems, making reading more aligned with users' interests and needs. At the same time, she emphasizes that libraries should develop a wider range of functions beyond lending, expanding their cultural and educational roles in society.
AI as a New Ally Deepening Learning and Reading
Regarding the widespread adoption of generative AI, Chen Ming Lei holds a positive view. “When guided properly, these tools can help students quickly grasp academic vocabulary, lower reading barriers, and enhance their abilities in critical thinking and academic expression.” She also shared her own teaching experience at the graduate level, where she used AI to assist students in reading English literature and conducting quantitative research. With AI, what was once a linear and burdensome learning process has been transformed into an efficient, supportive, and advanced learning model. “AI is not a replacement,” Chen emphasized, “but a powerful catalyst that helps higher education move toward deeper learning.”
Hung Hui Chun also shared an example from his work in elementary education: the “Book Chat Companion” robot. After completing their morning reading, students are invited to “chat about the book” with the system, which adapts its questions and feedback based on the students’ responses. It doesn’t just ask about factual content but also encourages interactive thinking, guiding children to generate new insights and reflections—ensuring they have truly absorbed what they read. He suggested that in the future, libraries might also launch their own version of a “Book Chat Companion” to support deeper reading and promote thoughtful engagement with texts.
Redefining the Role of Libraries: Proactive Engagement and Dialogue with Readers
Beyond offering diverse forms of reading, libraries also bear the crucial responsibility of cultivating readers' information literacy. Chen Chao Chen believes that in the AI era, librarians play an even more significant role—one that requires both knowledge and strategic thinking. “Librarians must help readers become active interpreters of information, not just passive users. Libraries must therefore take on the role of educators, not merely information providers.
This can take many forms, for example, curated thematic book exhibitions that highlight valuable, trustworthy knowledge; workshops and lectures that deliver information literacy concepts in accessible, engaging ways; or even recommendations of high-quality AI tools, with librarians guiding users in how to safely and effectively use them. Such efforts help the public not only use AI tools wisely but also develop advanced skills in critical information assessment. In the AI age, libraries had the capacity to become reliable centers of information education, initiating dialogue with the public and nurturing the digital literacy necessary for future ready citizens. As Chen emphasizes, a habit of critical thinking is essential for navigating the complexities of today’s information landscape.
“The value of AI lies in collaboration, not replacement,” adds Chen Ming Lei. She stresses that librarians and educators serve as designers and facilitators, using AI to cultivate learners who are more articulate and expressive. With AI’s real-time feedback and personalized support, libraries and teachers are empowered with new educational possibilities.
In this light, the library of the future is not only a space for accessing resources, but it also becomes a platform for design thinking and advanced literacy practices. As AI becomes embedded in everyday life, libraries must respond as educators, accompanying the public on a journey toward deeper understanding, critical engagement, and meaningful knowledge creation.