Mapping the Integration of AI Literacy Into Information Literacy Instruction in Academic Libraries: A Systematic Review of Emerging Research

Abstract

Artificial intelligence (AI) literacy has emerged as an important component of information literacy (IL) instruction in academic libraries. As the field is still evolving, the review provides a timely snapshot of an emerging research domain rather than definitive conclusions. A total of 2,126 records were initially identified through searches across seven databases, and 32 studies were included for the detailed analysis in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The findings indicate that AI literacy integration is at its infancy stage, with integration patterns continuing to evolve, and is constrained by numerous challenges, including limited access to licensed AI tools, outdated infrastructure, lack of staff training, insufficient institutional support, ethical and data privacy concerns, and the absence of standardized pedagogical frameworks. At the same time, the literature highlights emerging pedagogical framework, technological platforms, and institutional initiatives, which should be interpreted as provisional patterns. Regardless of these challenges, emerging evidence indicates that AI tools can enhance IL instruction by fostering critical thinking and responsible use. The results can be valuable to academic librarians, educators, and policymakers in making informed and strategic decisions about integrating AI literacy into IL instructional practices.