Abstract
Background: The Gad and Birgit Rausing Library at Lahore University of Management Sciences (LUMS) is one of the leading private sector libraries in Lahore, Pakistan. The LUMS library professionals regularly conduct Information Literacy (IL) sessions for the library users. The inception of Artificial Intelligence (AI) has posed multifaceted challenges in delivering IL (Flierl, 2023). Therefore, this study aims to explore the challenges Pakistani IL librarians face and the ways forward in this connection.
Methodology: The researchers employed a qualitative research approach using interview technique to collect the data from all the LUMS professionals involved in IL. The authors used NVivo software for data analysis purposes.
Results: The findings confirmed that the emergence of AI tools has posed a variety of challenges to professionals involved in delivering IL sessions. The interviewees highlighted diversified challenges such as the users’ reduced attendance and lack of interest, perception of the library’s irrelevance due to the availability, though unreliable in many cases, of ready-made information to users, fast-paced updates on AI technology, small budget, and the staff’s limited skills. These results align with the findings of previous research studies (Ali & Richardson, 2025; Andersdotter, 2023; Cox & Mazumdar, 2024; Namdas, 2024), which highlight the challenges faced by the library community in implementing AI. However, the results also shed light on the ways forward, including the staff training on AI, subscription to AI tools, and regular workshops for the library community.
Originality/Value: The authors believe that this is a unique study that explores the leading Pakistani library’s professionals’ perspective on challenges to IL in the age of AI. The paper has theoretical and practical implications. It contributes to the literature on IL and AI. The manuscript may help the audience know the Pakistani perspective on the AI challenges in delivering IL. Understanding the Pakistani perspective may be pivotal in collecting collective evidence on challenges posed to IL in the AI era, which, in turn, may play an integral role in the continuous effective delivery of IL.
References
Ali, M. Y., & Richardson, J. (2025). AI literacy guidelines and policies for academic libraries: A scoping review. IFLA Journal, 03400352251321192.
Andersdotter, K. (2023). Artificial intelligence skills and knowledge in libraries: Experiences and critical impressions from a learning circle. Journal of Information Literacy, 17(2), 107-130.
Cox, A. M., & Mazumdar, S. (2024). Defining artificial intelligence for librarians. Journal of librarianship and information science, 56(2), 330-340.
Flierl, M. (2023). Artificial intelligence and information literacy: Hazards and opportunities. In European conference on information literacy, Cham: Springer Nature Switzerland, 52-53.
Namdas, V. (2024). Role of artificial intelligence in information literacy: Enhancing digital literacy skills, International e-Journal of Library Science, 12(1), 1102-1107.
