Several other institutions have begun to wrestle with this problem (Del Castillo, 2023). Some professional literature recommends alternative uses for AI LLMs such as brainstorming topic ideas, finding other institutional sources, and generating helpful keywords on concepts (James & Filgo, 2023; Boehme, G. et al, 2023; Hall & McKee, 2024).
Additionally, some librarians suggest using AI as a tool to demonstrate core framework concepts (Boehme, G. et al, 2023). Both of these approaches suggest that while librarians be aware of the current limitations on credibility in AI LLM’s as research tools, they should not be considered as prohibited items, but instead be incorporated to the limit they can fit into information literacy framework and academic standards.
It is important to reflect on how you use generative AI, and be aware of how it affects your learning and critical thinking skills. Preliminary research shows that students who rely on generative AI for writing papers may not learn and remember as much as students who write their own papers and only use AI for the revision process (Chow, 2025). Heavy reliance on generative AI may prevent you from building critical thinking skills that will be important in your life and career.
Boehme, G., Hilles, S., Justus, R., & Gibson, K. (2023). Harnessing Pandora’s Box: At the Intersection of Information Literacy and AI.
Chow, A.R. (2025, Jun 23). ChatGPT May Be Eroding Critical Thinking Skills, According to a New MIT Study. Time. https://time.com/7295195/ai-chatgpt-google-learning-school/
Del Castillo, M. (2023). AI LibGuides by Librarians. FIU library.
Hall, B., & McKee, J. (2024) An early or somewhat late ChatGPT guide for librarians, Journal of Business & Finance Librarianship, 29(1), 58-69, https://doi.org/10.1080/08963568.2024.2303944
James, A. B., & Filgo, E. H. (2023). Where does ChatGPT fit into the Framework for Information Literacy? The possibilities and problems of AI in library instruction. College & Research Libraries News, 84(9), 334.