Abstract
Artificial Intelligence (AI) tools are increasingly embedded in research workflows, yet most AI literacy guidance within higher education has focused on teaching and assessment, with researcher-specific AI guidelines emerging from multiple stakeholders (including funders and publishers) at varying paces (UKRIO, 2025; Wiley, 2025; Grove, 2023). Researchers face distinct challenges requiring tailored support to ensure responsible and effective use of AI technologies, such as reproducibility (Ball, 2023), commercialisation (Taylor Smith, 2024) and continual access to AI tools relevant to each stage of the research cycle (Tsui, 2025). The majority of our researchers are members of staff which introduces additional complexities when adopting new AI tools, such as potentially making the institution legally liable for issues such as data protection breaches or copyright infringements.
This presentation explores how the University of Birmingham has approached AI literacy for researchers, leading to the development of two key resources: an Evaluative Framework for AI Tools (University of Birmingham, 2025a) and AI tools licensing review guidance (University of Birmingham, 2025b). Their purpose is to equip researchers with the means to critically evaluate both the appropriateness of using AI tools in their research processes, and to navigate their terms and conditions. The Evaluative Framework for AI Tools provides a structured approach for assessing functionality, compliance, and ethical considerations before adoption. Complementing this, the AI tools licensing review guidance helps researchers navigate contractual obligations, ensuring alignment with institutional policies and legal requirements.
These initiatives emerged from our recognition that AI literacy is not a standalone concept but an extension of information literacy, encompassing digital, copyright, and licensing literacies in the post-ChatGPT era. We developed them gradually as we identified researchers’ AI literacy needs via questions during our Introduction to AI Tools for Researchers training sessions, and direct support for AI-related research projects.
This work positions AI literacy as an integral component of information literacy, requiring librarians to expand their expertise beyond traditional boundaries. By addressing the unique challenges faced by researchers, we aim to foster informed decision-making and mitigate risks associated with AI adoption in research contexts. Attendees will gain insights into practical strategies for supporting researchers, including frameworks and guidance that can be adapted for use in other institutions.
In an era where AI is reshaping scholarly practices, equipping researchers with the skills to critically evaluate and responsibly use these tools is essential. Our approach demonstrates how libraries can lead this conversation, bridging gaps between technology, policy, and research integrity.
References
Ball, P. (2023) Is AI leading to a reproducibility crisis in science? Nature 624,22-25. Available at: https://doi.org/10.1038/d41586-023-03817-6 (Accessed: 11 November 2025).
Grove, J. (2023) ‘The ChatGPT revolution of academic research has begun’, Times Higher Education, 21 March. Available at: https://www.timeshighereducation.com/depth/chatgpt-revolution-academic-research-has-begun (Accessed: 11 November 2025).
UKRIO (2025) Embracing AI with integrity: A practical guide for researchers. Available at: https://ukrio.org/ukrio-resources/embracing-ai-with-integrity/ (Accessed: 11 November 2025).
University of Birmingham (2025a) Responsible AI tool selection for researchers. Available at: https://intranet.birmingham.ac.uk/student/libraries/copyright/researchers/responsible-ai-tool-selection.aspx (Accessed: 11 November 2025).
University of Birmingham (2025b) AI tools licensing review guidance. Available at: https://intranet.birmingham.ac.uk/student/libraries/copyright/researchers/ai-tools-licensing-review-guidance.aspx (Accessed: 11 November 2025).
Taylor Smith, D. (2024) Tips for using AI tools after the USPTO's recent guidance for practitioners. Inside Tech Law, 21 May. Available at: https://www.insidetechlaw.com/blog/2024/05/tips-for-using-ai-tools-after-the-uspto-recent-guidance-for-practitioners (Accessed: 11 November 2025).
Tsui, E. (2025) ‘A four-part framework to categorise AI tools for research’, Times Higher Education, 20 June. Available at: https://www.timeshighereducation.com/campus/fourpart-framework-categorise-ai-tools-research (Accessed: 12 November 2025).
Wiley (2025) ExplanAItions 2025: the evolution of AI in research. Available at: https://www.wiley.com/en-us/about-us/ai-resources/ai-study/ (Accessed: 11 November 2025).
