AI, Misinformation, and Trust in Higher Education: Information Literacy Approaches of University Librarians in Germany and Bulgaria

Abstract

This study aims to examine university librarians’ perceptions of information literacy, misinformation, and trust in Higher Education Institutions in the context of artificial intelligence. New challenges for library users as generative AI tools become more prevalent in research, writing, summarising, citing, and learning: they must locate credible sources, evaluate for and against bias, verify citations generated by AI, and ensure they are accurate and ethically sound. The method used was qualitative research, and 14 participants were purposively selected for their experience in information literacy and AI-related information literacy services. Thematic analysis was used to analyze how libraries are integrating AI literacy. The findings indicate that German university libraries have well-defined, scalable implementation strategies, including workshops, LibGuides, doctoral training, and academic writing support. On the other hand, practices in Bulgarian libraries are developing but are not homogeneous, and they organize webinars, consultations, workshops on AI tools, and activities related to courses. In both settings, librarians identified verification, scholarly databases, transparency, academic integrity, privacy, copyright, and critical thinking as necessary measures to counter AI-powered misinformation. AI literacy is becoming a component of information literacy, and university librarians are becoming important intermediaries in creating responsible, critical, and trust use of AI.