[Purpose/Significance] The rapid advancement of digital and artificial intelligence (AI) technology is profoundly transforming the functional positioning and service models of university libraries, shifting them from traditional resource management institutions to smart academic service hubs. This study aims to analyze the opportunities and challenges posed by digital and AI technology to university libraries, exploring how they can uphold their educational mission in the transition toward digitalization, ecological sustainability, and academic excellence, achieving the unity of technological empowerment and value preservation to promote sustainable library development. [Method/Process] The research followed the logical framework of "technological empowerment-risk assessment-value orientation," and conducted progressive and dialectical analysis. In the dimension of technological empowerment, it focused on three core transformation directions - resources, space, and platforms - to explore the ecological restructuring pathways of university libraries driven by digital and AI technologies. In the dimension of risk impact, it analyzed potential risks and value deviations arising from the application of digital and AI technologies across four aspects: reading cognition, service essence, resource development, and ethical privacy. In the dimension of value adherence, based on the core mission of university libraries, it proposed five value adherence dimensions: "people-centered, content-based, education-oriented, fairness-guided, and staff-focused". [Results/Conclusions] Digital technology has given university libraries new impetus in terms of resource integration, spatial reconstruction, and service upgrades. However, it has also brought risks and challenges, such as shallow reading, the instrumentalization of services, the homogenization of resources, and ethical and privacy issues. In the process of digitization, there is a close internal logic between technological empowerment, risk challenges, and value preservation in university libraries. Technological empowerment is the driving force for transformation, providing tools and paths for transformation, but its application requires value preservation as a prerequisite. Risk challenges are inevitable accompanying problems in the process of technological application, and they are a concrete manifestation of the contradiction between technological empowerment and value adherence. They need to rely on value adherence to guide technological direction and achieve dynamic balance. Value adherence is the key to maintaining the essence of a library, providing guidance for both technological empowerment and risk challenges, and ensuring that the library adheres to its original intention of "serving education and knowledge dissemination". University libraries need to find a balance among the three, using technology as a means, value as a guide, talent as support, and fairness as the bottom line, to construct an academic service model of "technology ecology value" collaborative development. This will enhance service efficiency and innovation potential while demonstrating the value of libraries in the high-quality development of higher education and the cultivation of talented professionals.
[Purpose/Significance]The rapid advancement of Generative Artificial Intelligence(GAI)is fundamentally reshaping the landscape of knowledge production and dissemination,propelling information literacy education into a critical phase of paradigm reconstruction.However,contemporary university-level information literacy programs are often constrained by structural impediments,including pedagogical homogenization that fails to address individual learner differences,fragmented multimodal resources that hinder holistic cognitive development,and the"suspension"of ethical education,where abstract moral principles are difficult to internalize into concrete practice.These challenges severely restrict the transition of information literacy education from static skill transmission to dynamic,value-oriented cultivation.Therefore,exploring a novel educational model deeply empowered by GAI is theoretically significant for reconstructing the theoretical framework of"Cognition-Competence-Value"synergy framework and is imperative for cultivating responsible digital citizens who can think critically and make ethical decisions in the intelligent era.[Method/Process]To address these challenges,this study synthesizes three core theoretical pillars:Multimodal Cognitive Construction,Human-Computer Collaborative Evolution,and Value-Sensitive Design.This model,called the Three-Dimensional Spiral Model(3DSM),is centered on"Cognition-Competence-Value."This model posits a dynamic,mutually reinforcing mechanism in which these three dimensions spiral upward through continuous interaction.To empirically validate the model's efficacy,a rigorous 8-week quasi-experiment was conducted at China University of Petroleum(East China).The study involved 120 participants who were randomly assigned to experimental and control groups.The experimental group participated in an intervention based on the 3DSM that utilized advanced GAI technologies,including an improved CLIP model for multimodal alignment,a dynamic knowledge graph for personalized path planning,and a"value sandbox"for ethical simulations.The teaching design followed a spiral curriculum,progressing from"Multimodal Information Deconstruction"to"Human-Computer Collaborative Innovation,"and finally to"Ethical Internalization."In contrast,the control group followed a traditional"lecture plus practice"model.A mixed-methods approach was employed for the evaluation.This approach combined quantitative metrics,such as retrieval efficiency logs and Jaccard similarity coefficients for accuracy,with the CTIC standardized test,which measures information awareness,tool application,and ethical cognition.The evaluation also included a qualitative analysis of learning artifacts and behavioral trajectories.[Results/Conclusions]The empirical findings demonstrate that the 3DSM significantly enhances learners'comprehensive information literacy.Statistically,the experimental group exhibited a 53%improvement in information retrieval efficiency compared to the control group,with a retrieval accuracy(Jaccard similarity)increase from 0.68 to 0.89.Furthermore,the accuracy rate of technical ethical decision-making reached 89.2%,and the effect size was substantial(Cohen's d=1.37),indicating a large practical impact.Mechanism analysis revealed three key drivers of this success.First,the improved cross-modal alignment optimized cognitive efficiency by enabling accurate deconstruction of heterogeneous resources.Second,the dynamic knowledge graph facilitated capability evolution through personalized,adaptive learning paths.Third,the"Ethical Pre-regulation"mechanism,where ethical constraints are applied at the onset of cognitive tasks,effectively resolved the"ethical suspension"problem by calibrating cognitive paths and preventing algorithmic bias.This research contributes to the field by providing a systematic,theoretical framework for the synergistic development of cognition,competence,and value in the GAI era.It offers libraries and educational institutions a replicable,evidence-based implementation pathway for deeply integrating GAI into their curricula,thereby transforming information literacy education into a dynamic ecosystem of human-machine symbiosis and value co-creation.
[Purpose/Significance]The development of artificial intelligence(AI)technology has brought both opportunities and challenges,redefining users'knowledge and capabilities.It is necessary to re-examine and build new capabilities suitable for the era of AI-AI literacy.As the main institution of information literacy education in higher education,university libraries have inherent advantages in carrying out AI literacy education.The research aims to explore the development path of AI literacy education in university libraries and assist them in better cultivating high-quality talent that meetS the needs of the AI era.[Method/Process]The practice of AI literacy education in university libraries is influenced by multiple interwoven factors and is essentially a complex,open and dynamic system.Therefore,introducing collaborative theory into this practical field provides guidance for the collaborative development of AI literacy education in university libraries in China.Through online research on the implementation of AI literacy education in libraries of 42"Double First-Class"universities in China,a collaborative framework for AI literacy education in university libraries in China from the perspective of collaborative theory was constructed,starting from the educational subjects,educational objects,educational forms and educational contents,and the current collaborative status of each element was analyzed.[Results/Conclusions]The results show that the AI literacy education in domestic university libraries is characterized by the establishment of cooperative relationships by the main body,the emphasis on group mutual learning for the objects,the importance placed on platform complementarity in the form,and the focus on knowledge and skills in the content.Based on the collaborative framework and the research results,the following development paths are proposed:The first is the main body network layer,which requires the establishment of a diversified multi-party collaborative network,the creation of a specialized and composite team,and the improvement of a long-term collaborative management mechanism.The second is the object mutual assistance layer,which should be based on the two-way empowerment role positioning and the establishment of a two-way interactive education platform.The third is the form optimization layer,which should integrate online and offline educational carriers and design a classified and stratified curriculum system.The fourth is the content empowerment layer,which should develop a local framework for AI literacy theory,balance popularizing knowledge and deepening skills,and strengthen thinking cultivation and ethics education.Thus,AI literacy education will evolve from a scattered approach to a systematic one.It will shift from a single-subject focus to an integrated one,and from superficial to profound.
[Purpose/Significance] Artificial intelligence is profoundly transforming library services worldwide, making it essential to understand the factors influencing librarians' AI adoption intentions for promoting smart library development. Unlike previous studies that primarily focused on general technology adoption in commercial settings, this research specifically targets academic librarians in Chinese universities who face unique professional challenges and institutional constraints in the digital transformation era. This study aims to identify key determinants of AI adoption intention among academic librarians, providing theoretical foundations and practical guidance for optimizing library AI service systems. The research contributes to the existing literature by constructing an integrated framework that combines individual-level perceptions with organizational and environmental factors to explain technology adoption behavior in the academic library context. [Method/Process] Drawing upon the Technology Acceptance Model (TAM) and Technology-Organization-Environment (TOE) framework, this study constructs an integrated theoretical model encompassing three dimensions: individual perceptions (perceived usefulness and perceived ease of use), organizational factors (organizational readiness and management support), and environmental factors (external environment). Six research hypotheses were proposed based on the theoretical framework. A questionnaire survey was conducted among academic librarians from various types of higher education institutions across 12 provinces in China during November 2025. A total of 177 valid responses were collected from research universities, teaching-oriented universities, and vocational colleges, with an effective response rate of 84.7%. The measurement items were adapted from validated scales and underwent rigorous translation and back-translation procedures. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed for measurement model assessment, structural model evaluation, hypothesis testing, and mediation effect analysis. [Results/Conclusions] The findings reveal that perceived usefulness exerts the strongest influence on AI adoption intention (β=0.447, p<0.001), followed by the external environment (β=0.354, p<0.001) and perceived ease of use (β=0.234, p<0.001). Contrary to theoretical expectations, organizational readiness (β=-0.099, p=0.075) and management support (β=0.034, p=0.593) showed no significant effects on adoption intention. The mediation analysis demonstrates that perceived ease of use influences adoption intention both directly (β=0.234) and indirectly through perceived usefulness (β=0.205, t=5.450, p<0.001), with the indirect effect accounting for 46.7% of the total effect. The integrated model explains 62.6% of variance in adoption intention, demonstrating substantial explanatory power. These findings suggest that during the early stage of AI technology adoption in Chinese academic libraries, individual-level perceptions and external competitive pressures predominate over organizational factors. This pattern may be attributed to the fact that librarians currently access AI technologies primarily through personal exploration using publicly available tools rather than through organizational deployment. The study provides differentiated practical recommendations for universities at different development stages and suggests future research directions including longitudinal designs and cross-cultural comparisons.
[Purpose/Significance]In the digital-intelligent era,artificial intelligence is becoming more and more integrated into children's learning,reading,creativity,and daily lives.Cultivating children's AI literacy has become an important issue related to educational transformation,digital inclusion,and the development of future-oriented public cultural services.Public libraries,as open and trusted social education institutions,have accumulated rich experience in reading promotion,information literacy education,digital literacy services,makerspace activities,and services for minors.However,their current AI literacy practices for children are still mostly exploratory and fragmented.Compared with school-based AI education and general digital literacy studies,insufficient attention has been paid to how public libraries can transform scattered activities into systematic,sustainable,and child-centered AI literacy services.This study therefore focuses on how public libraries can move from fragmented exploration to systematic practice in cultivating children's AI literacy within the Chinese context.[Method/Process]This study adopts a multi-case comparative analysis approach and follows the logic of"international paradigm comparison-domestic case analysis-localized pathway construction".First,it examines representative international practices and identifies two typical paradigms:the deep integration paradigm and the systematic popularization paradigm.The former emphasizes the integration of intelligent spaces and curriculum design,while the latter highlights age-differentiated services,community participation,and broad accessibility.Second,the study investigates seven public libraries in Beijing,Shanghai,Guangzhou,and Shenzhen.Based on publicly released activity information from March 2025 to March 2026,more than forty AI-literacy-related activities were collected and analyzed.These practices were classified into three types:cognitive enlightenment,skills practice,and ecological support.Third,drawing on the idea of the"library as education"and Piaget's theory of cognitive development,the study identifies problems with current practices and proposes a systematic framework consisting of practical pathways and supporting mechanisms.On this basis,the study further develops practical pathways and safeguards to ensure the sustainability and functionality of cultivating children's AI literacy in public libraries.[Results/Conclusions]The study found that,although they offer useful references,international practices still face common challenges.These challenges include the tension between service depth and universal accessibility,dependence on external resources,and the lack of systematic evaluation.Domestic public libraries have developed diverse explorations,such as AI-themed reading promotion,lectures,immersive experiences,programming courses,robotics activities,competitions,AI assistants,parent-oriented reading groups,and librarian training.Nevertheless,these practices remain"bonsai-like":they are vivid as individual projects but have not yet formed a sustainable educational ecosystem.In response,this study proposes three practical pathways.The spatial pathway aims to build a virtual-physical"intelligent interactive space"integrating reading,technology experience,creative expression,discussion,digital resources,and AI learning support.The content pathway proposes an age-differentiated and modular AI literacy resource system,progressing from AI perception and story-based enlightenment to operational understanding,ethical reflection,and creative problem-solving.The collaborative pathway constructs a library-school-family educational community,with public libraries serving as hubs connecting formal education,family learning,and public cultural services.To support implementation,the study further proposes three mechanisms:empowering librarians'AI literacy and pedagogical guidance capacity,developing age-differentiated evaluation tools,and establishing long-term driving mechanisms through diversified investment,policy support,professional standards,and social participation.Future research may include fieldwork,interviews,longitudinal tracking,and validation of the evaluation scale to test and refine this framework.
