CC BY 4.0Vanda, PelisaKing, Lizette2026-09-072026-09-072026-09-07https://2026.ifla.orghttps://repository.ifla.org/handle/20.500.14598/7338Generative Artificial Intelligence (GAI) is increasingly shaping how students' access, evaluate, and produce information in higher education. Tools such as ChatGPT, Google Gemini, Microsoft Copilot, and many more are now widely used for academic tasks, creating an urgent need for institutions to strengthen Al literacy alongside traditional information literacy competencies. Academic libraries, as key drivers of information literacy development, are well positioned to respond to this shift through structured learning interventions. This poster illustrates how the Central University of Technology (CUT) Library integrated AI literacy into its existing Information Literacy (IL) module to support students in navigating an evolving digital information environment. The integration focused on developing students' ability to critically evaluate AI-generated information, understand ethical and responsible use of AI generated information in their academic work. Key areas addressed in the poster include academic integrity, misinformation, bias, copyright, data privacy, and citation practices when using AI assisted content. The poster further highlights how the CUT Library's initiative aligns with emerging trends in higher education and supports the development of future-ready graduates. In addition, the integration forms part of a broader PhD research topic investigating a framework for embedding AI literacy within academic library instruction. The project contributes to ongoing discussions on the role of libraries in promoting responsible and informed AI use in higher education.enghttps://creativecommons.org/licenses/by/4.0/Artificial intelligenceLiteracyAcademic and research librariesInformation literacyPostersPelisa VandaLizette King