This paper explores curriculum updates and faculty readiness for generative artificial intelligence in LIS programs, highlighting student-centered practices.
In this paper, a faculty member and recent MLIS graduate cowrite about a potential rationale for integrating generative artificial intelligence literacies and knowledge into curricula for professional degrees in library and information science; what this process might require in terms of curricular evaluation, faculty readiness, and potential program updates; and how programs and faculty might employ learning opportunities leveraging generative artificial intelligence while maintaining core values of library and information professions and student-centered teaching practices.
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Morris et al. (2025) studied this question.
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