By
Russell Michalak, Director of Library and Archives at Goldey-Beacom College:
Artificial intelligence isn’t science fiction anymore. It’s how many of us write emails, look up information, or explore ideas. But with AI tools popping up in classrooms, boardrooms, and creative studios, a big question arises: Do we really understand how to use them—and use them well?
AI literacy means more than knowing how to click the “generate” button. It’s about critical thinking, ethical awareness, and learning to work alongside technology without losing our voice or values. In today’s world, learning how to use AI isn’t optional—it’s a foundational skill set, much like reading, writing, or digital fluency.
At Goldey-Beacom College, we’ve embraced this reality. We recently conducted focus groups and overhauled our library portal after students told us key tools felt hidden or hard to find. The fix? A streamlined, scrollable interface that puts our most important learning resources front and center—especially those that link to powerful third-party tools like databases, AI discovery platforms, and citation generators.
We put this new design to the test during our first post-redesign information literacy class. The results were eye-opening. Students were genuinely surprised—not just by the sheer number of available tools, but by how many could support their everyday learning beyond assignments and grades.
During the session, I asked, “Has anyone here used an AI discovery tool before?” No hands went up. Then I asked, “Who has used Google to search for something?” Every hand shot up.
That was the moment. I explained: Google is an AI discovery tool. Watching that realization spread across the room was a reminder of why information literacy matters now more than ever. Students wanted to know: What do librarians use to search?
We explored our library databases—filtering by full-text access, publication date, and academic journals. When we saw the results—over 10 million articles—the room grew quiet. It hit them: these tools are powerful. But without guidance, they’re also overwhelming.
That’s why we don’t just teach students where to search—we teach them how to think laterally while searching. We encourage them to follow connections, question assumptions, and shift their strategies to uncover new perspectives in peer-reviewed literature. Lateral thinking helps students become agile researchers, not just task-completers.
At Goldey-Beacom, we’ve also built an inclusive AI literacy program into our curriculum, introducing students to tools like Grammarly, Scholarcy, and ImageFX. We teach them to think critically about how they prompt these tools, how they interpret results, and how to make informed decisions—whether they choose to use AI or not.
Libraries and educational institutions are at the frontlines of this new literacy. We’re not here to sell tech—we’re here to create safe, thoughtful spaces where people can explore, question, and grow. That’s what AI literacy really means: not mastering machines but mastering ourselves in a world where machines are part of the conversation.
The future belongs to those who can think clearly, collaborate ethically, and include everyone in the dialogue. AI is just the latest chapter in that story—and we all deserve a voice in how it’s written.
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