2026· International journal of research and innovation in social science· Vol 10, pp. 9947-9962· 0 citations
TL;DR
It is concluded that information literacy needs to be redefined with greater emphasis on information verification to enable users to evaluate information more critically and accurately in the face of the challenges of the information environment driven by generative AI.
Abstract
The digital information ecosystem has undergone significant changes as a result of the rapid development of generative artificial intelligence (generative AI), especially in the process of information creation, dissemination and use. This development has challenged the conventional information literacy paradigm that has emphasized the evaluation of sources based on accuracy, authority and reliability. In an increasingly complex digital environment, the information literacy approach is now seen to shift from mere evaluation to information verification to ensure the validity and accuracy of the information used. Therefore, this study aims to examine how the information literacy framework is re-evaluated in the era of generative AI and identify new skills needed by users to navigate information generated by AI. This study uses a Systematic Literature Review (SLR) approach guided by the PRISMA framework to ensure that the process of identifying, screening, assessing eligibility and selecting studies is carried out transparently and systematically. A total of 673 articles published between 2022 and 2026 were identified through a systematic search using keywords related to information literacy, AI literacy, generative AI and information verification. After removing duplicate records and excluding studies that did not meet the inclusion criteria and articles that did not have accessible full text, a total of 53 studies were selected for the final analysis. The data obtained were analyzed using thematic analysis methods to identify key themes, research trends and existing research gaps. The study findings show that generative AI has challenged traditional source evaluation practices by producing content that appears convincing but potentially contains inaccuracies, algorithmic bias and AI hallucinations. This study also emphasizes the importance of information verification practices, the use of cross-referencing sources, and the integration of AI literacy into the information literacy framework as an essential competency in the digital age. This study concludes that information literacy needs to be redefined with greater emphasis on information verification to enable users to evaluate information more critically and accurately in the face of the challenges of the information environment driven by generative AI.
Artificial intelligence (AI), particularly generative artificial intelligence (GenAI), is influencing journalism and education by transforming professional practices, information production, and media literacy requirements. While generative AI improves efficiency in content creation and educational preparation, it also raises concerns regarding accuracy, credibility, verification, and ethical responsibility. This study examines how generative AI is experienced by journalists and teachers in primary schools in Croatia within the contemporary information ecosystem. Empirical data were collected through semi-structured interviews with ten participants, including five professional journalists and five teachers, and analysed using reflexive thematic analysis. The analysis identified a shared efficiency–verification paradox across both professional groups. Although generative AI reduces the time required for routine cognitive tasks, it simultaneously increases the need for verification, critical evaluation, and ethical judgement. Participants also emphasised the growing importance of AI literacy, critical thinking, and ethical competencies for navigating AI-generated content in professional and educational contexts. The findings suggest that generative AI does not necessarily replace professional expertise but instead redistributes professional responsibilities towards activities requiring human judgement and accountability. This study contributes to a broader understanding of how AI influences interconnected information professions and highlights the need to strengthen competencies required for responsible engagement with AI-generated information.
Academic integrity is conventionally framed as a pedagogical, disciplinary, or institutional policy concern, yet its foundations rest squarely upon the principles of information organisation, verification, and ethical use that constitute the core competencies of Library and Information Science (LIS). This paper reports a systematic review of academic integrity research published between 2010 and 2026, undertaken through a distinct LIS lens to trace how information literacy frameworks, scholarly communication practices, and digital curation strategies have shaped, and been shaped by, the ongoing effort to counter academic misconduct. Guided by the PRISMA 2020 protocol, an initial pool of 487 records retrieved from Scopus, Web of Science, and Library, Information Science & Technology Abstracts (LISTA) was screened against explicit inclusion criteria, yielding a final corpus of 128 peer-reviewed studies for thematic and chronological analysis. The findings trace a discernible evolution across four phases, from reactive, detection- and deterrence-based policy responses toward proactive, educational frameworks centred on information ethics, culminating in the current AI-driven phase in which authorship itself is being redefined. Four LIS-centred thematic domains were identified: information literacy instruction, digital curation and metadata as integrity tools, the defence of scholarly communication against predatory publishing, and artificial intelligence literacy. On this basis, the review advances two original contributions: it positions LIS professionals as “ethical sentinels” whose expertise in source evaluation, metadata, and digital preservation is indispensable to institutional integrity, and it proposes a new conceptual model, the Information Integrity Ecosystem, which integrates access and curation, literacy and pedagogy, verification and provenance, and equity and ethics into a single sustainable framework. Implications for LIS curricula, institutional policy, and future research agendas are discussed.
D. Oguche, H. Ali, Rose Ezeh· International journal of res...· 0 citations
Rapid advancement of the Artificial Intelligence (AI) transformed the education system and particularly the STEM. In this case AI literacy has entered into scene as a requisite skill that educators need to possess to effectively integrate AI technologies in teaching and learning processes. The present study article is a scientific literature review of the research subject of AI literacy in STEM educators according to PRISMA (Preferred Reporting Items to Systematic Reviews and Meta-Analyses) template. The review presents the findings of selected peer-reviewed articles in order to comment on the conceptualization, central dimensions, educational practices, issues, and the emergent trends of AI literacy. The findings reveal that AI literacy is a multidimensional construct which constitutes of five broad dimensions which include conceptual understanding, technical skills, pedagogical integration, ethical awareness and data literacy. Though it was only in recent studies that the issue of holistic competencies has been addressed, all the prior studies were highly technical, and did not give much consideration to pedagogical and ethical factors. Other AI-based pedagogical applications cited in the review are intelligent tutoring system, adaptive learning system and AI-powered assessment and feedback system which can be used to enhance the efficiency of teaching and to make learning personal. Despite such developments, it has also come with several challenges that include teacher training, poor infrastructure, ethical and privacy issues, and unwillingness to adopt technology among the learners and policy loopholes. At the same time, new directions covered by AI-driven curriculums, inter-disciplinary pedagogy, career progression and growth, institutional and academic reforms of the policy level imply the growing institutional and academic interest in AI literacy. The article concludes that the literacy regarding AI is the solution to educating teachers in STEM disciplines to meet the demands of the increasingly technological educational landscape. However, the unavailability of the standardized hierarchy of AI literacy can be regarded as the primary flaw that needs to be filled by further studies to develop the frameworks and methods of its evaluation on the same platform. The findings of this review may be educative to teachers, policymakers, and researchers and contribute to the creation of the strategy that is efficient to integrate AI in STEM education.
Pooja· International journal of res...· 0 citations
Assessment has long been acknowledged as a crucial part of teaching practices, which serves multiple purposes including providing feedback and enhancing learners’ performance (Brown, 2004). In the current era of technology and artificial intelligence (AI), teachers have employed a wide range of online assessment platforms and tools to deliver tests, maintain interaction, and provide feedback to students. In this context, teachers’ language assessment literacy increasingly encompasses digital assessment literacy. Meanwhile, the term “digital assessment literacy” has not been clearly and consistently defined. In the existing literature, “digital assessment literacy” is often separated into “assessment literacy” and “digital literacy” or is defined through a simple or mechanical combination of these two literacies. This study proposes a conceptual framework for examining the digital assessment literacy (DAL) of language teachers and conducts an exploratory content validation through expert consultation. The framework is constructed on the basis of related models of assessment literacy and digital literacy (Davies, 2008; Fulcher, 2012; Pill & Harding, 2013; Taylor, 2013; UNESCO, 2018). Experts in the field of education, including those specialized in assessment and technology, were invited to provide feedback on the proposed framework, specifically its components and sub-components. Feedback on the plausibility and content relevance of the framework as well as other specific comments relating to necessary additions, omissions, or revisions were taken into consideration. The refined framework may serve as a conceptual foundation for further research on stakeholders’ perceptions of language teachers’ digital assessment literacy and its impact on teaching and assessment practices.
Quynh Hoa Nguyen· VNU Journal of Foreign Studi...· 0 citations
Digital literacy has become an essential competency for effective participation in contemporary digital societies, influencing education, research, employment, communication, and lifelong learning. Libraries have increasingly assumed strategic responsibilities in fostering digital literacy through the provision of information resources, technological infrastructure, digital skills training, and information literacy programmes. This study systematically reviews existing literature on the role of libraries in promoting digital literacy and the challenges affecting the implementation of digital literacy initiatives in the twenty-first century. The review adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. Literature was retrieved from Scopus, Web of Science, ERIC, Google Scholar, and Library and Information Science Source databases using predefined search terms. A total of 132 records were identified, of which 25 studies met the inclusion criteria and were selected for detailed analysis. Findings reveal that libraries significantly contribute to digital literacy development through information literacy instruction, digital skills workshops, access to information and communication technologies, electronic resource provision, online learning support, and digital inclusion programmes. The review further identifies inadequate funding, poor ICT infrastructure, unreliable internet connectivity, insufficient staff competencies, and weak policy support as major constraints affecting programme effectiveness. The study concludes that libraries remain indispensable institutions for promoting digital inclusion and lifelong learning. It recommends sustained investment in digital infrastructure, continuous professional development for librarians, and stronger institutional commitment to digital literacy initiatives.
Musa Ibrahim Bello, Samira Abubakar, Rilwanu Adamu· SOKOTO JOURNAL OF LINGUISTIC...· 0 citations
This paper conceptualizes AI literacy as an extension rather than a replacement of information literacy and argues that academic libraries are uniquely positioned to mediate this transition due to their longstanding expertise in critical inquiry, ethical information use, and learner-centered pedagogy.
Vafa Mammadova· Proceedings of the Internati...· 0 citations
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