Information Literacy Instruction by Academic Librarians for the Ethical Use of Generative Artificial Intelligence in the South-West Geopolitical Zone, Nigeria

Abstract

This study examined the role of information literacy instruction (ILI) by academic librarians in promoting the ethical use of Generative Artificial Intelligence (AI) among information users in the South-West Geopolitical Zone of Nigeria. Employing a descriptive survey research design, the study sampled 384 academic librarians from Federal and State universities across six states in the region. Data were collected through a structured questionnaire with a 4-point Likert scale and analyzed using descriptive statistics including frequency counts, percentages, means, and standard deviations. Findings revealed that academic librarians predominantly employ collaborative instructional methods, digital literacy workshops, and embedded librarianship approaches to teach ethical AI usage. The mean score of 3.21 indicated strong agreement on the effectiveness of integrating AI ethics into ILI programs. However, significant challenges were identified, including inadequate technological infrastructure (M=3.45, SD=0.68), insufficient training for librarians on AI technologies (M=3.38, SD=0.72), and limited institutional support (M=3.29, SD=0.75). The study concludes that while academic librarians recognize the importance of ethical AI instruction, systemic barriers impede comprehensive implementation. The study recommends that University management should prioritize funding for AI-focused professional development programs and establish dedicated units for digital ethics instruction to empower librarians in addressing emerging information challenges associated with Generative AI technologies.