Opportunities, Challenges, and Future Directions for Generative Artificial Intelligence in Library Information Literacy Education: A Scoping Review

Abstract

[Purpose/Significance] In the rapidly evolving digital landscape, generative artificial intelligence (GenAI) has emerged as a transformative force in information literacy (IL) education, presenting unprecedented opportunities and challenges for library-based learning environments. This scoping review comprehensively examines the integration of GenAI within IL education, moving beyond theoretical frameworks to provide a nuanced analysis of practical applications and strategic implementations. In contrast to existing research that primarily emphasizes technological capabilities, this study explores the profound implications of GenAI on educational paradigms and provides critical insights into the systematic transformation of library IL services in the AI era. [Methods/Process] Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, 51 key literature sources selected from the SSCI, A\&HCI, and CSSCI databases were systematically analyzed. The comprehensive analytical framework encompassed four key dimensions: technology acceptance, educational framework construction, AI literacy cultivation, and the integration of artificial intelligence with IL education. This methodological approach enabled a thorough exploration of current practices while identifying critical gaps in existing research. [Results/Conclusions] The results show that GenAI significantly enhances IL education through personalized learning experiences and improved digital teaching effectiveness. Tools such as ChatGPT have significant potential to promote adaptive learning environments and improve student engagement. The research identifies four primary areas of impact: 1) creating dynamically adaptive learning environments tailored to individual needs, 2) enhancing critical thinking through interactive scenarios, 3) facilitating cross-disciplinary knowledge integration, and 4) generating innovative educational content and resources. However, the study also identifies several critical challenges, including concerns about data accuracy concerns, inherent algorithmic biases, risks to academic integrity, and the potential weakening of independent thinking skills due to over-reliance on AI systems. To address these challenges, the research proposes a comprehensive framework that includes: 1) robust ethical guidelines for the implementation of GenAI, 2) systematic assessment mechanisms to monitor learning outcomes, 3) critical thinking training programs, and 4) strategies to maintain academic integrity and intellectual autonomy. The study emphasizes that the integration of GenAI is more than a technological change - it represents a fundamental shift towards AI literacy education. This evolution will require learners to develop skills beyond traditional IL skills, including understanding AI ethics, legal frameworks, and using AI technologies to solve problems. Future research directions should focus on conducting empirical studies in different educational contexts, developing adaptive teaching frameworks that balance technological innovation with traditional educational values, and investigating the long-term impact of GenAI integration on learning outcomes. By systematically examining the opportunities, challenges, and development trajectories of generative AI, this study provides valuable insights for libraries and educational institutions seeking to optimize their IL programs in the AI era. The findings not only contribute to the theoretical understanding of the role of GenAI in education, but also provdie practical guidance for integrating advanced technologies into traditional educational frameworks, ultimately fostering a more adaptive, intelligent, and personalized learning ecosystem.