Assessing artificial intelligence literacy levels among academic librarians in Kenya

Abstract

Artificial Intelligence (AI) literacy is emerging as a core competence in preparing higher education learners for the industry. It has been proposed that libraries are well-positioned to offer AI literacy to all students by integrating it into existing media and information literacy programs. There is, however, a research gap on whether librarians possess the requisite skills and competencies to deliver AI literacy to learners in higher education. This study utilised an online questionnaire created in Google Forms to assess librarians' self-rated levels of awareness and competencies in AI in higher education in Kenya. Librarians rated themselves as most proficient in using AI tools for research, AI-driven search and discovery tools, and responsible use of AI. They reported critical skill gaps in concepts such as prompt engineering, training data, algorithms, explainable AI, and ethical considerations in AI use. The authors conclude that librarians must build on the information literacy skills they possess by integrating AI literacy. This can be done by leveraging free online resources and targeted capacity building.

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