Artificial Intelligence literacy in the information age: A global bibliometric analysis and policy roadmap for libraries,education,and digital equity

Abstract

This study provides a comprehensive analysis of the evolving concept of artificial intelligence (AI) literacy and its implications for education, information science, and policy development. Using bibliometric and conceptual structure analysis, it examines 758 peer-reviewed publications indexed in Scopus between 2016 and 2025. The findings reveal a significant shift in the discourse surrounding literacy from digital and technical skillsets toward broader frameworks that include ethical awareness, algorithmic transparency, and metacognitive engagement with intelligent systems. The study identifies emerging research clusters across education, librarianship, and technology, with particular attention to themes such as e-learning, large language models, federated learning, and the social implications of AI. A growing body of literature now positions AI literacy not as a niche technical competence but as a foundational element of modern education and public engagement. The research highlights disparities in global contributions, noting a concentration of scholarly activity in high-income countries. It underscores the need for inclusive policies, educator training, and context-sensitive frameworks that support AI literacy development across diverse educational and social environments. The study concludes with strategic recommendations for policymakers, librarians, and educators, advocating for the integration of AI literacy into curricula, the establishment of ethical oversight bodies, and increased international collaboration to bridge digital divides. Overall, the paper argues that AI literacy is emerging as a core competency for civic participation and lifelong learning in the 21st century.