AI Literacy Competencies among Library Professionals in Saudi Arabia: A Cognitive, Normative, and Behavioural Perspective

Abstract

The aim of the study was to explore the artificial intelligence (AI) competencies (cognitive, behavioural, and normative) that library professionals need to acquire; the AI ethical issues associated with AI literacy and essential knowledge areas; and differences in participants’ opinions across demographic variables. A quantitative study based on a self-developed questionnaire. The data were collected from library professionals in Saudi Arabia via Google Forms. There were 103 replies, of which 96 were valid. Saudi Arabian librarians demonstrated moderate to low AI literacy across cognitive, behavioural, and normative competencies, with mean scores ranging from 2.07 to 3.05 on a 5-point scale. They were aware of AI tools that might improve library operations, but they did not purchase or integrate them. There was also a lack of ethical awareness, as professionals have just now struggled to determine if AI is trustworthy and what privacy concerns need to be addressed. Some found the AI training program they attended inadequate, suggesting that it may be necessary to schedule tailored training. Inferential analysis showed no significant differences in AI literacy across the demographic variables. This study is unique; no studies have examined AI literacy skills among library professionals in Saudi Arabia. This study will provide input to the literature on librarianship, the social sciences, and AI literacy. This study had a limited population of library professionals in Saudi Arabia through random and convenient availability.

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