Issue 132

Australia has emerged as a leader in integrating Generative Artificial Intelligence (Generative AI) into its educational system. In November 2023, the Australian government adopted the ‘Australian Framework for Generative Artificial Intelligence in Schools’ to guide students, schools and society in how to understand, use and respond to Generative AI in school education (Australian Government Department of Education, 2024). This framework, along with the Australian Curriculum (Version 9.0), equips students with a comprehensive understanding of AI, including its components, construction and processes (Australian Curriculum, 2024).

In addition, the Australian government has initiated programs to support teachers in becoming AI-ready. A joint pilot program between the Australian and Western Australian governments focuses 

on reducing teacher workloads by supporting tasks such as lesson planning and curriculumaligned activity suggestions, all while emphasising the safe and effective use of Generative AI (Government of Western Australia, 2024).

The role of school library professionals in the integration of Generative AI

School library professionals (SLPs), such as qualified school librarians and teacher librarians, have long played a pivotal role in helping students navigate the complex world of information, technology and ethics. As Generative AI becomes increasingly integrated into education, the role of SLPs is expanding beyond information literacy, digital literacy and the ethical use of information. Now, SLPs are also tasked with helping to develop Generative AI literacy (Oddone et al., 2024) and promote better understanding of AI citizenship (Hossain, 2024).

The integration of Generative AI in Australian schools has sparked both optimism and concern. A survey of 250 Australian teachers revealed that while 58% reported improved student engagement with AI, 60% expressed concerns about its ethical implications (Henebery, 2024). The 2023 Softlink School Library Survey highlighted SLPs’ belief in AI’s potential to enhance students’ critical thinking and research skills (Softlink Education, 2023). Moreover, recent research (Oddone et al., 2024) shows that Australian teacher librarians have significant opportunities to lead ethical AI education, particularly regarding the use of Generative AI tools. AI literacy and AI citizenship are crucial for preparing F–12 educators – school librarians and teachers alike – for an AI-driven future (Hossain, 2024; Oddone et al., 2024; Su et al., 2023; UNESCO, 2023).

Despite these opportunities, challenges remain. Perceptions of AI knowledge, gaps in professional development and limited support from school leadership are ongoing barriers in Australia (Henebery, 2024; Hossain, 2020, 2022; Merga, 2022; Oddone et al., 2024). Developing critical and ethical AI literacy is key to addressing these challenges and empowering SLPs and educators to navigate Generative AI’s potential.

Problem statement

The growing use of Generative AI tools in classrooms is transforming learning, teaching and assessment practices (Coleman, 2023; Limna et al., 2022). This shift is reshaping teachers’ roles (UNESCO, 2023) and increasing the demand for AI literacy and preparedness among educators, including school librarians (Hossain, 2024). Challenges identified by Su et al. (2023) include gaps in teachers’ AI knowledge, curriculum design, and the absence of clear teaching guidelines. SLPs, as experts in information integrity and digital literacy, face the evolving challenge and are required to integrate Generative AI into existing information and/or digital literacy curricula. Key questions arise: Are they prepared to leverage Generative AI’s potential? Do they possess the skills and confidence to integrate ethical AI literacy into the curriculum? What measures are needed to empower SLPs with Generative AI-ready strategies?

Research background

This article draws on findings from the author’s recent global study, which surveyed 309 SLPs, including 33 from Australia. The findings here explore the Australian participant SLPs’ self-rated familiarity and literacy with AI, specifically focusing on their knowledge and understanding of Generative AI tools. Based on this research, this paper also introduces the idea of the AI Leadership Framework, accompanied by a growth map with a clear scope and sequence, which offers a practical pathway to empower SLPs in any context. The framework provides guidance for developing the critical AI literacy and leadership skills necessary to integrate and model ethical Generative AI use in school education.

Study findings: A focus on Australia

SLPs were instructed to self-rate their Generative AI familiarity and literacy levels, with definitions provided for AI familiarity (for example, knowing what AI is and what AI tools are), as well as their AI literacy (for example, a comprehensive understanding and ability to engage with AI tools meaningfully) (Hossain et al., 2025). Figure 1 presents a continuum of Australian SLPs’ self-rated AI familiarity and literacy, ranging from ‘Basic’ to ‘Advanced’. The results reflect a spectrum of familiarity with AI and varying levels of literacy, highlighting areas where further professional development may be needed.

In addition, participants were asked to self-assess their knowledge of Generative AI tools, including their confidence in teaching about Generative AI, guiding students on its ethical use and evaluating its effectiveness. The findings, shown in Figure 2, indicate varied levels of confidence in these key areas.

Figure 1: Self-rated AI familiarity and literacy of Australian SLPs in % (n=33)

Figure 2: Australian SLPs’ knowledge and understanding of generative AI tools (n=33)

Connecting the findings to the AI Leadership Framework: Implications for Australian SLPs The self-rated AI familiarity

The self-rated AI familiarity and literacy levels of the 33 Australian SLPs align with the foundational stages of the AI Leadership Framework: AI Awareness, AI Familiarity and AI Literacy (see Figure 3). Respondents with basic familiarity demonstrated recognition of AI tools and their potential applications, corresponding to the AI Awareness stage. Those with moderate knowledge and confidence in applying AI tools in teaching and librarianship align with the AI Familiarity stage, while individuals who critically engage with Generative AI tools reflect progress toward AI Literacy.

Additionally, the data on their confidence in teaching about Generative AI, guiding students ethically, and evaluating AI tools indicates a gradual progression toward Critical and Ethical AI Literacy, one of the framework's more advanced stages. However, findings highlight gaps in knowledge and ethical understanding, underscoring the need for professional development to help SLPs transition beyond basic literacy to critical and ethical engagement. The AI Leadership Framework and its scope and sequence provide a structured pathway for this development. By addressing universal challenges such as instructional practice, curriculum design and ethical concerns, the framework can be adapted to accommodate diverse educational contexts, both within Australia and globally, to empower SLPs as leaders in AI literacy and citizenship.

Figure 3: AI Leadership Framework (CC-BY-NC 4.0. Zakir Hossain, December 2024. Icons: Flaticon.com)

AI Leadership Framework To address

To address the need for AI literacy and leadership, this article introduces the AI Leadership Framework. The framework consists of six interconnected stages and aims to guide professional development in critical and ethical AI literacy, providing SLPs and educators with a pathway to empower them to integrate Generative AI into their curriculum development, instructional practice and professional development. The accompanying scope and sequence in Table 1 provides a structured growth map, designed to guide educators and librarians through each stage. The framework ensures a balance of technical competency and ethical integrity, to support professionals to navigate the complex challenges of AI while upholding values such as academic integrity and social responsibility.

Conclusion and future directions

The integration of Generative AI into Australian schools offers both significant opportunities and challenges. Qualified SLPs, with their expertise in information literacy and digital ethics, are uniquely positioned to lead the way in AI education. By embracing the AI Leadership Framework, SLPs and educators can build the necessary skills and competencies to navigate this evolving landscape. This framework and accompanying scope and sequence provide a structured, adaptable approach to AI literacy and leadership, ensuring that SLPs are not only prepared for AI’s integration into schools but are also leading the charge in fostering ethical and responsible AI use worldwide.

Table 1: AI Leadership Framework Scope and Sequence (CC-BY-NC 4.0. Zakir Hossain, December 2024)

Universities and professional organisations can adopt the AI Leadership Framework to enhance their programs, guide curriculum development and support ongoing professional growth in AI literacy education. By following this progression, educators and librarians can achieve transformative leadership, ready to champion AI-driven innovation.

Although this study focuses on Australian SLPs, the AI Leadership Framework provides a scalable model that can be adapted to diverse educational contexts worldwide. However, the AI Leadership Framework has not yet been empirically validated, presenting a key limitation. Future research could evaluate its practical effectiveness in real-world settings, providing insights for refinement and adaptation to better support school librarians and educators in fostering AI literacy and citizenship. Additionally, the limited data received from Australian SLPs warrants caution in making broad statements or generalisations.

Refernces:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2024). Artificial Intelligence (AI) in the Australian Curriculum. Version 9.0 Australian Curriculum. https://v9.australiancurriculum.edu.au/resources/stories/artificial-intelligence-in-the-australian-curriculum

Coleman, K. (2023). Generative AI and education ecologies. Pacific Journal of Technology Enhanced Learning, 5(1), 19–20. https://doi.org/10.24135/pjtel.v5i1.175

Department of Education. (2024). Australian Framework for Generative Artificial Intelligence (AI) in Schools. Department of Education, Australian Government. https://www.education.gov.au/schooling/resources/australian-framework-generative-artificial-intelligence-ai-schools

Government of Western Australia. (2023). New digital solutions and AI tech to give teachers more time to teach. Government of Western Australia. https://www.wa.gov.au/government/media-statements/Cook-Labor-Government/New-digital-solutions-and-AI-tech-to-give-teachers-more-time-to-teach--20231130

Henebery, B. (2024, February 11). What Australian teachers really think of AI and its impact on learning. Theeducatoronline.com. https://www.theeducatoronline.com/k12/news/what-australian-teachers-really-think-of-ai-and-its-impact-on-learning/284067#:~:text=The%20plan%2C%20announced%20in%20December,teaching%20rather%20than%20hinders%20it.

Hossain, Z. (2020). Connecting policy to practice: How do literature, standards and guidelines inform our understanding of the role of school library professionals in cultivating an academic integrity culture? Synergy, 18(1). http://slav.vic.edu.au/index.php/Synergy/article/view/373

Hossain, Z. (2022). Teacher-librarians as agents of academic integrity education in Australian schools. Synergy, 20(1). https://slav.vic.edu.au/index.php/Synergy/article/view/591

Hossain, Z. (2024). School librarians developing AI literacy for an AI-driven future: leveraging the AI Citizenship Framework with scope and sequence. Library Hi Tech News. https://doi.org/10.1108/LHTN-10-2024-0186

Hossain, Z., Biswas, M. S., & Khan, G. (in press, 2025). AI Literacy of Library and Information Science Students: A Study of Bangladesh, India and Pakistan [in press]. Journal of Librarianship & Information Science.

Limna, P., Jakwatanatham, S., Siripipattanakul, S., Kaewpuang, P., & Sriboonruang, P. (2022). A review of artificial intelligence (AI) in education during the digital era. Advance Knowledge for Executives, 1(1), 1-9. https://ssrn.com/abstract=4160798

Merga, M. K. (2022). School libraries supporting literacy and wellbeing. Facet Publishing.

Oddone, K., Garrison, K., & Gagen-Spriggs, K. (2024). Navigating generative AI: The teacher librarian's role in cultivating ethical and critical practices. Journal of the Australian Library and Information Association, 73(1), 3-26. https://doi.org/10.1080/24750158.2023.2289093

Softlink Education. (2024, April 24). Australian libraries share: the impact of AI on school libraries. Softlinkint.com. https://www.softlinkint.com/blog/australian-school-libraries-share-the-impact-of-ai-on-school-libraries/

Su, J., Ng, D. T. K., & Chu, S. K. W. (2023). Artificial intelligence (AI) literacy in early childhood education: The challenges and opportunities. Computers and Education: Artificial Intelligence, 4, 100124. https://doi.org/10.1016/j.caeai.2023.100124

UNESCO. (2023). International forum on AI and education: steering AI to empower teachers and transform teaching. https://unesdoc.unesco.org/ark:/48223/pf0000386162/PDF/386162eng.pdf.multi