The Role of Artificial Intelligence in Promoting Information Literacy

Document Type : Original Article

Authors

• Jalal Rezaeenoor ¹
• Jafar Ebadullah Amuqin ²
• Rahil Karimian ³
• Syyed Jamaloddin Hoseini ⁴

¹ Professor, Department of Industrial Engineering, University of Qom, Qom, Iran

² Assistant Professor, Department of Knowledge and Information Science, Faculty of Literature and Humanities, University of Qom, Qom, Iran

³ Ph.D. Student‌ of Knowledge and Information Science, University of Qom, Qom, Iran

⁴ Assistant Professor, Department of Industrial Engineering, University of Qom, Qom, Iran

10.22067/infosci.2025.94574.1245

Abstract

Introduction
Information literacy, understood as the ability to engage critically and ethically with information, constitutes a fundamental pillar in promoting both scientific progress and cultural development within contemporary societies. In the current information-intensive era, the emergence of Artificial Intelligence (AI) has profoundly transformed the ways in which information is produced, retrieved, and organized. This technological evolution has introduced unprecedented opportunities for intelligent learning, empowering individuals to utilize extensive data resources for diverse purposes. Nevertheless, it has simultaneously generated serious concerns regarding excessive dependence on technology, which may undermine critical thinking capacities and give rise to ethical challenges that demand careful consideration. The primary objective of this research is to elucidate the role of artificial intelligence (AI) in advancing information literacy. To this end, the study develops a conceptual framework informed by the principles of Grounded Theory, aiming to clarify the underlying mechanisms that shape the relationship between AI and the enhancement of information literacy. By examining this relationship, the research aspires to deepen scholarly understanding of how AI can be effectively integrated into educational environments to cultivate critical thinking and promote the ethical use of information.
Methodology
This study follows a fundamental–applied research orientation and employs a qualitative design grounded in the Strauss and Corbin (1998) model of grounded theory. The research population comprised experts in artificial intelligence and information sciences. Participants were selected through purposeful sampling, with inclusion criteria requiring a minimum of three years of academic or research experience in relevant domains such as educational technology, data mining, or information literacy. Data were collected through semi-structured interviews, which facilitated an in-depth exploration of participants’ perspectives and experiences. The data analysis proceeded until theoretical saturation was reached, signifying that no additional insights were emerging from the interviews. The analytical process comprised three systematic stages: open coding, axial coding, and selective coding. This iterative procedure led to the identification of key categories and their interrelationships, which were subsequently integrated within the paradigmatic model. To ensure the rigor, validity, and reliability of the findings, multiple strategies were employed, including member checking, expert validation, and the calculation of an inter-coder reliability coefficient of 0.92.
Findings
The data analysis produced 136 initial concepts, which were subsequently refined into 44 axial categories and ultimately synthesized into five core categories: causal conditions, contextual conditions, intervening conditions, strategic actions, and consequential outcomes. The study identified several causal conditions, including the availability of reliable data, the presence of a robust technological infrastructure, the capacity and sophistication of AI systems, and users’ levels of digital literacy. Collectively, these factors play a pivotal role in determining the effectiveness of AI tools in promoting and enhancing information literacy. The contextual conditions underscored the significance of fostering a culture of technology acceptance, implementing supportive institutional policies, and ensuring equitable access to information. Collectively, these factors establish an enabling environment in which artificial intelligence can be effectively leveraged to enhance information literacy. The intervening conditions comprised the inherent characteristics of machine learning, the ethical considerations associated with data utilization, and the dispositions of experts toward AI tools. Collectively, these factors shape the perception and implementation of artificial intelligence within educational contexts.
The research identified several key strategies, including the development of artificial intelligence–driven literacy programs, the implementation of intelligent information retrieval systems, the application of user behavior analytics through data mining techniques, and the design of interactive learning platforms. Collectively, these strategies aim to harness the capabilities of artificial intelligence to enhance users’ information literacy. The implementation of these strategies resulted in enhanced data accuracy and retrieval efficiency, strengthened analytical and decision-making competencies, and the development of what has been termed intelligent information literacy—a concept denoting a more profound and sophisticated comprehension of information within the context of the digital era. Despite these positive outcomes, the study also highlighted several challenges, including reliance on automation, diminished critical reasoning abilities, and the risk of algorithmic bias. Addressing these challenges is essential to ensure that the advantages of AI are realized without compromising critical thinking or ethical standards.
Discussion and Conclusion
The findings of this study suggest that artificial intelligence (AI) exerts a multifaceted impact on information literacy, which can be conceptualized through three interrelated dimensions: technological, cognitive, and cultural. The technological dimension enhances advanced data analysis and retrieval processes, enabling users to access and utilize information more efficiently. The cognitive dimension fosters conceptual understanding and critical evaluation of information, equipping users to engage with data in a reflective and analytical manner. Lastly, the cultural dimension underscores the significance of responsible and ethical technology use, ensuring that users remain cognizant of the broader implications of their information practices.  By presenting a localized conceptual model of AI-driven information literacy, this study addresses a notable theoretical gap in the current literature. The proposed model carries significant practical implications for higher education institutions and policymakers, providing guidance for the development of integrated curricula that combine artificial intelligence and information literacy. Ultimately, this approach seeks to cultivate self-regulated digital learners capable of thriving as active contributors within knowledge societies, equipped with the competencies required to navigate the complexities of the information age.

Keywords

• artificial intelligence
• literacy
• information literacy
• Basic theory

Main Subjects

• Information Management

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