När undervisning möter AI : Lärosätesbibliotekariers erfarenheter och perspektiv på integreringen av generativ AI i undervisningen

Sammanfattning

Generative artificial intelligence (AI) has rapidly become a common tool in higher education, influencing students' learning practices and information-seeking behavior. At the same time it raises questions regarding information literacy and the educational role of academic libraries. This study examines how academic librarians perceive generative AI and its implications in higher education. The study is based on a qualitative semi-structured interviews with seven academic librarians at several higher education institutions in Swedish. The collected data were analyzed using inductive thematic analysis. The findings indicate that librarians perceive generative AI as widely used among students, although its use is often characterized by uncertainty and is not always openly discussed. Participants identified both opportunities and challenges. Generative AI was described as a tool that can support learning, information seeking, and accessibility. At the same time, concerns were raised regarding misinformation, bias, transparency, and the potential impact on students’ development of critical skills. The results also suggest that librarians increasingly view their role as supporting students’ critical and reflective use of AI. The study concludes that generative AI is reshaping the conditions for information literacy and highlights the growing importance of academic librarians in fostering critical and responsible use.