{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,5,29]],"date-time":"2025-05-29T04:03:19Z","timestamp":1748491399925,"version":"3.41.0"},"reference-count":0,"publisher":"Project MUSE","issue":"3","license":[{"start":{"date-parts":[[2025,5,28]],"date-time":"2025-05-28T00:00:00Z","timestamp":1748390400000},"content-version":"vor","delay-in-days":116,"URL":"https:\/\/www.crossref.org\/license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["lib"],"published-print":{"date-parts":[[2025,2]]},"abstract":"<jats:p xml:lang=\"en\"> Abstract: As librarians grapple with decisions over when and how to incorporate generative artificial intelligence (AI) into information literacy instruction, they must also consider the barriers users face in accessing these tools. This article will examine generative AI through the lens of information privilege to better understand how librarians can prepare to teach students about the limitations they could face while using it both in and out of higher education institutions. An analysis of eleven AIs designed to assist with literature reviews reveals that the \u201cfreemium\u201d model, where users of the free version do not have access to features available in a paid subscription, currently dominates the emerging AI research assistant market. Additionally, to make full use of these tools, users must already have a high level of information privilege due to their reliance on users supplying or being able to access paywalled content. Implications for including generative AI tools in information literacy instruction are discussed, including suggestions for how these tools can be leveraged to introduce the concept of information privilege.<\/jats:p>","DOI":"10.1353\/lib.2025.a961197","type":"journal-article","created":{"date-parts":[[2025,5,28]],"date-time":"2025-05-28T09:17:59Z","timestamp":1748423879000},"page":"323-343","source":"Crossref","is-referenced-by-count":0,"title":["Generative AI and the Reinforcement of Information Privilege: Implications for Information Literacy Instruction"],"prefix":"10.1353","volume":"73","author":[{"given":"Norah","family":"Mazel","sequence":"first","affiliation":[]}],"member":"147","container-title":["Library Trends"],"original-title":[],"language":"en","deposited":{"date-parts":[[2025,5,28]],"date-time":"2025-05-28T09:17:59Z","timestamp":1748423879000},"score":1,"resource":{"primary":{"URL":"https:\/\/muse.jhu.edu\/article\/961197"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,2]]},"references-count":0,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2025,2]]}},"URL":"https:\/\/doi.org\/10.1353\/lib.2025.a961197","relation":{},"ISSN":["1559-0682"],"issn-type":[{"value":"1559-0682","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,2]]}}}