Abstract

This study aims to systematically define the AI literacy competencies required of academic librarians and to develop and implement an assessment rubric tailored to the academic library context. To this end, major international standards—including ACRL (2025), UNESCO (2024), and EDUCAUSE (2024)—as well as relevant domestic and international literature were reviewed to construct an AI literacy framework comprising four core domains (technical knowledge, critical evaluation, practical application, and ethical practice) and eighteen sub-competencies. The rubric developed in this study was pilot-tested through self-assessment with 42 academic librarians, and its structural validity and internal consistency were verified using exploratory factor analysis and reliability analysis. The results indicate that the participants’ overall AI literacy level remains at a basic stage, with particularly low performance in responsibility-oriented competencies such as ethical practice, understanding of AI-related policies and regulations, and awareness of data bias. Furthermore, prior AI-related training was found to exert a significant positive influence on competencies across technical knowledge, practical application, and ethical practice. This study provides the first standardized assessment framework for diagnosing AI literacy among academic librarians, offering both scholarly and practical contributions. Based on the findings, the study emphasizes the need to establish practice-oriented continuing education programs and to develop national and institutional standards for AI literacy in the library sector.