The State of AI Literacy in Academic Libraries: A Follow-up Study of Barriers and Opportunities

Authors

Leo S. Lo, University of New Mexico – Main CampusFollow

Document Type

Article

Publication Date

1-2026

Abstract

This follow-up study examines how AI literacy among U.S. academic library employees evolved from 2023 to 2024. Building on previous baseline research, the study applies a TPACK-informed framework covering technical knowledge, practical skills, critical thinking, ethical awareness, and societal impact. It explores changes in understanding of AI concepts, familiarity with generative AI tools, and the impact of training and premium tool access on literacy outcomes.

Results show meaningful improvement in AI understanding and increased adoption of generative AI tools, notably ChatGPT. While training participation alone did not significantly enhance AI literacy, access to premium AI tools strongly correlated with improved understanding, increased tool use, and greater confidence. Persistent barriers, including cost, limited training opportunities, ethical concerns, and institutional resistance, continue to impede progress, especially for under-resourced institutions and early-career professionals.

Findings highlight the critical need for academic libraries to integrate scenario-based training with equitable resource distribution and comprehensive ethical guidance to effectively advance AI literacy.

Publisher

College and Research Libraries News

Keywords

AI Literacy, Academic Libraries, Professional Development, artificial intelligence, survey study

Recommended Citation

Lo, Leo S.. “The State of AI Literacy in Academic Libraries: A Follow-up Study of Barriers and Opportunities.” (2026). https://digitalrepository.unm.edu/ulls_fsp/215

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.