Student Perceptions of Generative AI in LIS Coursework

Abstract

The purpose of the study is to inform LIS curriculum development by understanding student perceptions of generative AI tools. Assignments with a generative AI component for two courses (n = 65) were de‐identified and analyzed after the end of the semester using a grounded qualitative approach. Students recognize the need for caution and critical evaluation of generative AI tool output, while mentioning areas of utility in practice, including information retrieval, reference services, teaching, and information access. Responses highlight the importance of information literacy in the use of these tools, and potential implications for practice in information professions. The study contributes to the literature about the need for curriculum development to address this disruptive technology by identifying the professional competencies that are affected.