Information literacy as an epistemic negotiation of the utilization of artificial intelligence at Institut Pertanian Stiper Library
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Abstract
Purpose. This study aims to examine and conceptually explain how information literacy functions as an epistemic negotiation mechanism in AI-mediated academic environments.
Methods: This qualitative case study was conducted at the Institut Pertanian Stiper (INSTIPER) Yogyakarta Library using semi-structured interviews with lecturers and students, supported by institutional documents on information literacy and AI-related academic policies. The data were analyzed thematically through transcription, coding, categorization, and interpretative analysis.
Findings. The findings demonstrate that information literacy functions as an epistemic negotiation mechanism through which lecturers, researchers, and students critically evaluate, verify, and justify AI-generated knowledge before integrating it into academic practice. The study further reveals that the INSTIPER Yogyakarta Library has evolved beyond its conventional role as an information service to an institutional actor that strengthens AI literacy, mediates institutional AI governance, promotes data ethics and digital information security, and supports responsible knowledge production.
Implications. The principal contribution of this study lies in conceptualizing information literacy as an epistemic negotiation mechanism that connects the institutional epistemic role of academic libraries with AI governance and individual scholarly judgment. This conceptual framework extends current discussions beyond AI adoption and AI literacy, providing a foundation for developing evidence-based information literacy programs and institutional AI governance that strengthen academic integrity in higher education.
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