From Digital to AI Literacy: Repositioning Academic Libraries in the Age of Generative AI

The rise of generative artificial intelligence (AI) is reshaping the landscape of digital and information literacy in higher education, demanding a redefinition of the role of academic libraries. This paper presents a literacy continuum that links digital, information, and AI literacies through a constructivist learning lens, positioning libraries as active pedagogical partners in cultivating student competencies. The framework emphasises that digital literacy provides technical grounding, information literacy builds evaluative and ethical capacity, and AI literacy advances critical engagement with generative technologies. Applications for libraries include redesigning instructional programs, fostering faculty collaboration, and offering leadership in institutional policy development. A comparative perspective highlights divergent trajectories between the Global North and Global South, where disparities in infrastructure, pedagogical innovation, and ethical debates shape the adoption of AI literacy. Two tables support this analysis: one contrasts global trends in literacy development, and the other aligns methodological approaches with empirical research directions. The paper also identifies methodological pathways, qualitative, quantitative, and mixed-method that can operationalise AI literacy across critical evaluation, functional use, ethical practice, and reflective engagement. While the model offers a flexible foundation, its conceptual scope and the evolving pace of AI present limitations that require ongoing adaptation. The conclusion calls for context-aware strategies that expand librarian expertise, embed AI literacy in curricula, and advance libraries as ethical leaders in AI integration. By doing so, libraries can not only mediate access but also drive equitable, future-ready knowledge practices in the AI era.