Navigating generative AI: The teacher librarian's role in cultivating ethical and critical practices

The recent evolution of Generative Artificial Intelligence (GAI) has already made a tangible impact within the realm of education. Positioned at the forefront of information and digital literacies, teacher librarians (TLs) can be leaders in exploring the potential for AI platforms to transform learning and teaching. This research is based on an exploratory methodology, to investigate how TLs might teach with and about GAI by applying the CATWOE analysis technique [Checkland, P., & Poulter, J. (2006). Learning for action: A short definitive account of soft systems methodology, and its use for practitioners, teachers and students. Wiley.] within the context of three specific GAI platforms. Findings highlight the multifaceted role that TLs can assume, extending beyond the pedagogical integration of GAI to encompass a broader educational mandate: to scaffold students’ capabilities as critical and ethical users of these tools in the creation and use of information.