Generative AI impacts academic search literacy and intellectual autonomy

Recent academic research examines the impact of generative artificial intelligence on information literacy and intellectual autonomy within higher education. Studies suggest that generative AI tools are not a total break from traditional methods but rather an expansion of the existing search ecology, which includes databases, catalogs, and Boolean operators.

A proposed conceptual framework for academic search literacy emphasizes a shift from mastering specific technical skills to developing a broader competency in formulating, negotiating, and evaluating research questions. This approach views information retrieval as an intellectual process of progressive problem construction rather than simple query entry.

Furthermore, critical reviews of scientific literature highlight that while generative AI can support metacognitive processes and personalized learning, it poses risks of excessive cognitive delegation. These risks include technological dependency, the homogenization of knowledge, and the weakening of intellectual autonomy if the technology is not integrated through a structured pedagogical and ethical framework.