+44 (0) 1273 386849Unlocking creativity and critical thinking: GenAI in school libraries – Part 2
Picking up where we left off in my previous post, it’s time to move from caution to curiosity. GenAI is more than just a disruptive force – it’s also a tool with transformative potential for education. While the first part of this series focused on the risks and challenges, this post is all about practical ways school librarians can use GenAI to enhance learning.
The UK government’s recent policy paper to introduce best practices for GenAI in schools provides timely and practical advice on balancing innovation with responsibility. It focuses on ensuring safe and ethical use, fostering digital literacy, and leveraging GenAI to enhance learning outcomes.
Why GenAI matters for learning and creativity
“If used safely, effectively and with the right infrastructure in place, AI can ensure that every child and young person, regardless of their background, is able to achieve at school or college and develop the knowledge and skills they need for life.” DfE Policy paper, Generative artificial intelligence (AI) in education, January 2025
This policy paper highlights that GenAI has the power to revolutionise education by enhancing creativity and providing innovative tools for problem-solving. However, it also stresses the importance of using AI responsibly and in ways that prioritise inclusivity, accuracy, and critical thinking.
Key benefits of GenAI in education:
- Fostering creativity: GenAI tools like ChatGPT or DALL·E can help students explore creative writing, art, and idea generation in new and exciting ways. We can also highlight ethical/intellectual property issues as they arise.
- Building critical thinking skills: Students can analyse the reliability and accuracy of AI-generated content, encouraging them to question information sources and identify bias.
- Collaboration opportunities: AI tools can support group projects, acting as a “third collaborator” to collate notes, generate ideas, structure work, or spark debate.
The power of prompts: Teaching prompt engineering
A great GenAI result starts with a well-crafted prompt. Prompt engineering is more than just improving AI responses; it’s a creative process that enhances critical thinking, research skills, and language use. By teaching students how to write effective prompts, you encourage them to approach problems thoughtfully, frame questions clearly, and consider how context influences outcomes.
Prompts also offer a fun and practical way to build vocabulary and analytical skills. Students can experiment with synonyms, styles, and phrasing, exploring how slight changes impact AI’s understanding. This not only sharpens their ability to communicate effectively but also deepens their research skills for both academic and real-world applications.
Class exercise: Exploring prompts
Step 1: Introduce prompt basics
Explain to your group that prompts are the key to getting the best responses from the GenAI platform. The more detailed and specific the prompt, the better your results will be. Discuss how different personas, synonyms, styles, and levels of detail can change your result.
Step 2: Compare and contrast prompts
Give students three different prompts for the same topic, e.g., “Write a paragraph about the moon.”
- Simple: “Tell me about the moon.”
- Detailed: “Write a scientific explanation of the moon’s phases for a 12-year-old.”
- Creative: “Imagine the moon is alive. Describe its day in the style of a diary entry.”
Discuss how the AI responses change based on the wording and specificity of the prompts. Which prompt works best for you and why?
Step 3: Prompt creation challenge
Divide students into groups and ask them to create prompts to generate a summary of a historical event (e.g., World War II) or solve a problem creatively.
- Encourage the use of synonyms, descriptions, and different writing tones (e.g., humorous, formal).
- Ask groups to swap their prompts and evaluate the outputs for clarity, accuracy, and creativity.
Above everything, make it fun! Remind students that they can save their favourite prompts for use later on. Perhaps they can share useful prompts with the class.
Trust, accuracy, and the role of human expertise
Although I want to remain positive and reflect the open-minded attitude of the government policy paper, it’s important to address real-world challenges alongside the opportunities. A recent conversation with a legal information professional revealed a key challenge: to be truly effective, knowledge-rich professions such as the law need to trust their information sources.
Lawyers, doctors, engineers, etc., find it hard to trust GenAI-generated material without rigorous checks and balances. Mistakes are costly and/or dangerous. Lawyers are trained to scrutinise every detail, and their clients depend on them for reliable, precise information. While GenAI can help by drafting documents or offering summaries, it cannot replace the human expertise that ensures accuracy and context.
This principle applies to education too. Students need to understand that while GenAI can offer a starting point, it is their own knowledge, research, and critical thinking that ensure the information is correct and trustworthy. Librarians have a unique role in fostering this understanding by:
- Teaching students to verify AI-generated content against reliable sources.
- Emphasising that GenAI is a tool to augment, not replace, human expertise.
- Encouraging discussions about the ethical implications of blindly trusting AI outputs.
- Exploring how GenAI is being used in the wider world, with examples.
Class exercise: Trust and accuracy
- Activity: Show students an AI-generated essay or historical analysis. Ask them to cross-check the facts using trusted online or hardcopy library resources.
- Discussion: How did the AI get it wrong, and why? What does this teach us about the need for human oversight? What would you expect to see with controversial topics?
Resources for school librarians
Having the right resources at your fingertips can empower you, as school librarians, to confidently introduce GenAI into your lessons and library services. Below are some practical and accessible resources to get started:
- UK Government Guidance: The UK Department for Education’s Generative AI in Education report provides best practices and recommendations for using GenAI in schools responsibly. This is a must-read for understanding policy and safeguarding considerations. The product safety and expectations document is also worth a read.
- Professional Development: Organisations like CILIP, and SLA publish journals, and often host webinars, workshops, or conferences on emerging technologies like AI. Attending these events can help you stay ahead of the curve. For example, School Libraries & AI is worth a watch.
- Vendors: Check out the SLLS Blog for more resources, especially our post on blogs, podcasts and social media.
This is a new area for everyone, and it can seem overwhelming. We can only communicate and teach each other effectively by sharing experiences and learning from each other. Embrace the fear and get practicing! By using these, and other resources, school librarians can confidently engage with GenAI, both as a teaching tool and a way to enhance their libraries’ offerings.
From sparking creativity to teaching critical evaluation and designing effective prompts, the ideas in this post are designed to help you integrate GenAI into your library lessons meaningfully. Remember, the key is balance: use GenAI as a tool to complement your teaching while empowering students to think critically and creatively.
Trust and human oversight remain at the heart of this journey. By helping students understand the importance of verifying and contextualising GenAI outputs—and crafting thoughtful prompts to guide it—you equip them with lifelong skills for navigating a rapidly changing digital world.
How are you incorporating GenAI into your school library? Share your experiences to help others innovate and learn!
Frequently Asked Questions (FAQs):
1. What is GenAI and why is it important for schools?
GenAI (Generative Artificial Intelligence) refers to AI models capable of creating new content, such as text or images. In schools, GenAI can enhance creativity, critical thinking, and personalised learning experiences when used responsibly.
2. How does GenAI foster creativity among students?
GenAI tools like ChatGPT or DALL·E encourage imaginative thinking by helping students explore new ideas, styles, and perspectives. They can draft stories, design artwork, or generate creative solutions, making learning more engaging and dynamic.
3.What are the key benefits of using GenAI in education?
- Boosts creativity: Students experiment with new concepts in writing, art, and beyond.
- Develops critical thinking: Learners assess the accuracy and reliability of AI outputs, sharpening their analytical skills.
- Encourages collaboration: AI can act as a “third collaborator,” contributing ideas and helping structure group projects.
4. How can school librarians teach prompt engineering effectively?
Prompt engineering involves crafting precise instructions for AI tools to get the best results. Librarians can:
- Introduce prompt basics (persona, context, style).
- Compare different prompts for the same topic.
- Encourage students to experiment with synonyms, tone, and phrasing to see how responses change.
5. Why is trust and human oversight crucial in using GenAI?
GenAI systems are powerful but not infallible—they can produce incorrect or biased information. Human expertise ensures AI outputs are validated, reliable, and used ethically. Librarians play a key role in teaching students how to verify facts and use AI responsibly.
6. How can students verify AI-generated content for accuracy?
Students should cross-check information against multiple reputable sources—such as academic databases, textbooks, or verified online references. Class exercises that compare AI outputs with credible resources reinforce the importance of thorough research.
7. Where can librarians find guidance and resources on GenAI?
- UK Government Guidance: The Department for Education’s Generative AI in Education report.
- Professional Organisations: CILIP, SLA, and similar bodies often run webinars, workshops, and publish articles on emerging technologies.
- Trusted Blogs and Social Media: The School Libraries & AI resource, along with other library and education-focused channels, can keep librarians updated on best practices.
8. How should school librarians balance GenAI’s opportunities with ethical considerations?
Librarians should:
- Emphasise responsible use and inclusivity.
- Provide clear guidelines on verifying AI-generated content.
- Encourage students to exercise critical thinking and ethical judgment when incorporating AI into their studies.
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