From reading to listening: libraries in the era of AI read-aloud tools

Purpose This paper aims to examine the impact of artificial intelligence (AI)-enabled read-aloud technologies on contemporary reading practices and library services. It conceptualises how these tools enhance accessibility, influence user behaviour and extend the professional responsibilities of librarians. Design/methodology/approach Adopting a conceptual approach, the study draws on peer-reviewed, Scopus-indexed literature and synthesises comparative and thematic evidence. Three original tables present structured insights into the core features of leading AI read-aloud tools, changing patterns of reader engagement, and emerging librarian roles in AI-driven environments. Findings The study highlights that AI read-aloud tools foster inclusive access by supporting users with disabilities, enabling multitasking, and promoting auditory learning. These technologies are shifting interaction from text-centred reading toward voice-based content engagement. Consequently, librarians are expected to take on expanded responsibilities in training, technical mediation, and digital content facilitation. The accompanying tables reinforce these findings by mapping tool capabilities, behavioural shifts, and role transformations. Originality/value This paper offers a conceptual framework for situating AI read-aloud technologies within library and information science. It addresses a gap in the literature by combining conceptual analysis with structured evidence, providing practical implications for librarians, educators and policymakers.