By Lukas Tschopp*
(10 Dec 2024) Higher education is being fundamentally challenged by the introduction of large language models (LLMs) such as ChatGPT. In my daily interactions as a liaison librarian, I observe the erosion of core academic principles by these tools: Students using AI as an unreliable source of information, prioritizing polished presentation over substance, and facing uncertainty about the acceptable use of AI. What I find particularly troubling is that students tend to overestimate their information literacy skills while relying heavily on AI-generated content. Most critically, GenAI threatens trust – the foundation not only of scientific work but of society itself – by blurring the lines between original and AI-generated content. This creates an urgent need for action, as higher education institutions find themselves in a vacuum: while generative AI tools are freely available and widely used, institutions are developing very different strategies, leaving open questions about how to proceed with these tools. While many see these tools as an opportunity, the question remains: How can academic libraries maintain academic integrity while fostering students’ critical thinking skills in an AI-driven environment?
I explored this question during a three-month professional development stay at the Singapore Management University (SMU) Libraries. Through literature review and discussions with stakeholders, I discovered approaches at different organizational levels that suggest the emergence of what might be called an ‘AI mindset’ in academic libraries.
The Multi-Level Approach
This report shows that academic libraries can contribute to students’ critical thinking skills in relation to the use of GenAI through interventions at different levels, from one-to-one consultations to classroom activities and institution-wide initiatives. This multi-level perspective is valuable because evidence and practice can be transferred between levels, allowing successful approaches to be adapted and implemented across different formats, group sizes and target groups.
1. Individual Level
Face-to-face interactions provide valuable opportunities to develop critical thinking skills. As one librarian points out, “Librarians must see every interaction with students as an opportunity to contribute to their critical thinking awareness”. Librarians encourage critical thinking through targeted questions in face-to-face consultations. A striking example is the integration of the Paul Elder Framework, which helps students to systematically ask critical questions and thoroughly evaluate information. When formulating research questions, librarians help by asking probing questions that encourage precision and reflection.
2. Class Level
The classroom setting offers different opportunities to promote critical thinking. One stakeholder reflects: “We do not see ourselves as teachers but as facilitators. We use problem-based learning because we want students to develop critical thinking skills”. Libraries aim to develop critical thinking through courses and workshops. While many library sessions are one-off events, problem-based learning approaches could be adapted to these time constraints. The key challenge is to find ways to adapt problem-based learning methods to the limited time frame, while maintaining their effectiveness in developing critical thinking skills.
Another approach to consider is the development of self-paced courses on working with LLMs. The challenge here is to design learning objectives that go beyond basic understanding and knowledge. While self-paced courses offer students the flexibility to integrate AI tools into their academic work, achieving higher-level learning outcomes requires careful instructional design.
3. Institutional Level
At an institutional level, libraries are launching wide-ranging initiatives. A campus-wide hackathon brought together students from different disciplines to develop creative solutions for integrating AI tools. The design of such events offers significant opportunities to foster critical thinking. By carefully structuring challenges and specific requirements, libraries can build evaluation, analysis and creative problem solving into the design of the task. This strategic approach to event planning provides a valuable lever for promoting both critical thinking and interdisciplinary collaboration.
Challenges and Reality
The integration of AI tools in libraries needs to be considered at multiple levels, with lessons learned at one level informing approaches at other levels. While library staff need a deep understanding of AI tools for their daily work, their experiences can inform institutional decisions about tool selection and implementation. Similarly, institutional initiatives can provide valuable insights for individual consultations and classroom activities. These multiple tasks are particularly challenging as traditional services need to be maintained in parallel.
The complexity of AI tools presents its own challenges. As one stakeholder notes: “Once you start scratching the surface, you realise that it (ChatGPT) doesn’t know anything. It gives you the right-sounding answer, but it doesn’t know any of that”. A particular challenge is the dual assessment task. Librarians need to be able to critically evaluate AI-generated content, while at the same time helping the institution select tools.
The selection process itself requires careful consideration. As one stakeholder notes, “We need to ask ourselves what we gain from the development of GenAI tools and what we lose if we decide to adopt them”. The institutional assessment includes legal, ethical, technical and financial aspects that need to be carefully considered.
Conclusion: From Critical Thinking to Societal Contribution
Academic libraries have a special responsibility in an increasingly AI-driven world. They foster lifelong learning skills and support the development of responsible citizens through interventions at multiple levels. From individual consultations that build critical thinking skills, to classroom activities that scale these approaches, to institutional initiatives that have a broader impact, each level contributes to the larger goal.
Looking to the future, one stakeholder expresses the broader vision: “This is the hope that with an education that promotes critical thinking, we will have a future generation that is much more critical of the things they hear.” Critical engagement with AI-generated information is becoming an essential component of civic participation. Academic libraries such as SMU Libraries are actively shaping this process at all levels of engagement, creating a comprehensive approach to developing critical thinking skills. In doing so, they contribute to the development of an ‘AI mindset’ in an informed, reflective society.
*This blog post is based on a research report written by Lukas Tschopp during his three-month stay as a visiting librarian at the Singapore Management University Libraries, which included a literature review and interviews with library stakeholders. His ORCID is https://orcid.org/0009-0000-9263-4358
