{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,28]],"date-time":"2025-11-28T11:00:24Z","timestamp":1764327624220,"version":"3.46.0"},"reference-count":47,"publisher":"Emerald","issue":"5","license":[{"start":{"date-parts":[[2025,10,17]],"date-time":"2025-10-17T00:00:00Z","timestamp":1760659200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licences\/by\/4.0\/"}],"funder":[{"name":"University of Barcelona\u2019s","award":["2023PID-UB\/030"],"award-info":[{"award-number":["2023PID-UB\/030"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2025,12,2]]},"abstract":"<jats:sec>\n                    <jats:title>Purpose<\/jats:title>\n                    <jats:p>The purpose of this study is to investigate generative artificial intelligence (AI) literacy integration within library and information science (LIS) educational programs, examining how academic curricula prepare future professionals to engage critically and competently with AI technologies.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design\/methodology\/approach<\/jats:title>\n                    <jats:p>A dual methodological approach combining a systematic scoping review of AI literature in LIS and a detailed analysis of syllabi from leading international LIS programs is used. The review identifies emerging trends and frameworks, while the syllabi analysis examines practical implementation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>The investigation reveals significant pedagogical fragmentation and global inequities in the integration of AI literacy in LIS programs, characterized by a lack of consensus around the frameworks used, institutional disparities and false dichotomies between technical and critical pedagogies.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Research limitations\/implications<\/jats:title>\n                    <jats:p>This study highlights the risks of stratification, where some programs offer sophisticated interdisciplinary training, while others provide only technical instruction, potentially fragmenting the global LIS community, at a time when coordinated responses to AI\u2019s implications are crucial.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Practical implications<\/jats:title>\n                    <jats:p>While many programs have implemented basic AI literacy, there is uneven global integration of critical AI literacy, which more closely aligns with the profession\u2019s values of social justice and democratic well-being (ALA, 2023; IFLA, 2025).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Social implications<\/jats:title>\n                    <jats:p>Research addresses the profession\u2019s obligation to serve as ethical information stewards in an algorithmic age, emphasizing that graduates must leverage AI capabilities while critically examining implications for information equity, privacy and democratic participation (ALA, 2023; IFLA, 2025).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Originality\/value<\/jats:title>\n                    <jats:p>This research bridges the gap between conceptual developments in LIS research and practical educational implementation, providing the first comprehensive analysis of AI literacy operationalization across international LIS curricula.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1108\/el-06-2025-0224","type":"journal-article","created":{"date-parts":[[2025,10,17]],"date-time":"2025-10-17T08:25:32Z","timestamp":1760689532000},"page":"798-817","source":"Crossref","is-referenced-by-count":0,"title":["Moving towards critical AI literacy in LIS education: a scoping review and syllabi analysis"],"prefix":"10.1108","volume":"43","author":[{"given":"Laurie","family":"Bridges","sequence":"first","affiliation":[{"name":"Universitat de Barcelona Faculty of Information and Audiovisual Media, , Barcelona, , and Libraries and Press, Oregon State University, Corvallis, Oregon, USA","place":["Spain"]}]},{"given":"Carlos","family":"Lopezosa","sequence":"additional","affiliation":[{"name":"Universitat de Barcelona Faculty of Information and Audiovisual Media, , Barcelona,","place":["Spain"]}]},{"given":"Miquel","family":"Centelles Velilla","sequence":"additional","affiliation":[{"name":"Universitat de Barcelona Faculty of Information and Audiovisual Media, , Barcelona,","place":["Spain"]}]},{"given":"N\u00faria","family":"Ferran-Ferrer","sequence":"additional","affiliation":[{"name":"Universitat de Barcelona Faculty of Information and Audiovisual Media, , Barcelona,","place":["Spain"]}]}],"member":"140","published-online":{"date-parts":[[2025,10,21]]},"reference":[{"issue":"2","key":"2025112805560190900_ref001","doi-asserted-by":"publisher","first-page":"1","DOI":"10.37745\/ijliss.15\/vol10n2114","article-title":"Exploring the role of generative artificial intelligence in enhancing information retrieval and knowledge discovery in academic libraries","volume":"10","author":"Adigun","year":"2024","journal-title":"International Journal of Library and Information Science Studies"},{"issue":"3","key":"2025112805560190900_ref002","doi-asserted-by":"publisher","DOI":"10.1177\/03400352251321192","article-title":"AI literacy guidelines and policies for academic libraries: a scoping review","volume":"51","author":"Ali","year":"2025","journal-title":"IFLA Journal"},{"key":"2025112805560190900_ref003","unstructured":"American Library Association (ALA)\n           (1992), \u201cStandards for accreditation of master\u2019s programs in library and information studies 1992\u201d, available at:Link to the cited article. 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