+44 (0) 1273 386849Why Libraries Still Matter in a World That Thinks GenAI Answers Are Enough
In early 2025, the tone around Generative AI and school libraries was still full of possibility.
I found myself caught between cautious optimism and thoughtful concern. GenAI tools like ChatGPT were making headlines, and students and teachers were experimenting with prompts and thinking about how it should best be used. There was talk of transformation, of new ways to teach and learn, and of the creative potential AI might unlock.
A year later, the world looks and feels very different. The speed of change has been disorientating, and some of our optimism now feels more uncertain. What follows is a round-up of recent research, and some ideas to ensure that we are still balancing critical thinking and tech-savviness – and why libraries matter more than ever.
Where We Were With GenAI in 2025
In those earlier pieces, I focused on the importance of awareness and exploration. I believed that school librarians must find ways to bring critical thinking, ethical questioning, and digital discernment into conversations about AI and school libraries. And I still believe that. But what we’re facing in 2026 isn’t a new tool. It’s an entirely new information environment.
Children are not just using AI. They’re growing up with it. It’s already baked into how they complete homework, research topics, ask questions, and – alarmingly – even process emotions. In fact, some tools are being marketed as emotional companions or mentors, despite concerns about emotional manipulation, privacy, and relational dependence.
What once felt like a friendly interactive encyclopedia is increasingly becoming a surrogate friend or confidante.
It is inevitable that AI systems will be shaped by commercial interests. It happened with Google, Facebook, and Twitter/X. There is a slow erosion of quality and user control in favour of monetisation. This is called “enshittification” – a familiar arc where a platform draws you in with free features, then slowly floods your timeline with ads and algorithmic bias.
GenAI tools, and the systems around them, are heading in the same direction. What effect will this have on children and young people?
What Recent Reports are Saying About the Impact of GenAI on Children
We now have more than a year’s worth of real-world evidence and research into the effects of AI on young people, and it’s revealing patterns that should concern all of us.
First, there’s the erosion of critical thinking. Students are using AI not to supplement their ideas, but to replace them. Instead of planning an essay, they generate one. Instead of summarising a chapter, they prompt a chatbot. In many cases, they’re outsourcing not just writing, but the thinking behind the writing.
Second, there’s the collapse of trust in information itself. GenAI outputs carry the appearance of authority, without offering the means to verify it. Young people increasingly struggle to know what’s real, what’s biased, or what’s missing. And without support, many will simply stop questioning.
We’re also seeing deepening inequalities. According to recent studies, “52% of children attending private schools report using generative AI, as opposed to 18% of children in state schools”. That’s not just a question of access, it’s a question of who is getting guided, supported exposure to these tools, and who is being left to sink or swim.
Then there’s the emotional impact. Children are overwhelmed. The pace and volume of information, especially around climate change, world conflict, instability and inequality – can create a kind of paralysis. What some call “information anxiety”. AI doesn’t fix that. It often makes it worse, burying real nuance under slick answers and surface-level optimism.
AI and School Libraries - Why Libraries Still Matter
Against this artificial optimism, libraries can look old-fashioned and hard work. But that’s exactly why they matter.
Libraries are places where children are not being sold something or algorithmically nudged. They’re one of the last places where slow thinking is not just allowed, but encouraged. Librarians are more than information providers.
- We are translators: helping students make sense of everything, not just AI-generated content.
- We are guides: teaching students how to verify information, not just search for it. How to notice what’s missing, not just accept what’s given, and then go looking for resources.
- We are connectors: linking students across formats, ideas, histories, and voices. Showing them that not all knowledge lives in an answer box. Some of the most interesting material might involve talking to someone.
And libraries are safe harbours – quiet spaces where students can breathe, be uncertain, and reflect without performance pressure or instant feedback.
Five Practical Ways to Bring AI Literacy into the Heart of the Library
Here are 5 ideas to stay on top of AI and school libraries, and ensure that your young library users are aware of the risks and benefits.
- Run a fact-checking challenge. Give students an AI-generated answer with a few subtle errors. Ask them to verify the claims using trusted sources. Celebrate detective work, not speed.
- Build an “AI Curiosity” corner. Showcase books about ethics, technology, bias, and digital culture. Include a mix of human and AI-generated content—and invite students to spot the difference.
- Host a “Human vs Machine” workshop. Ask students to complete a creative task (like writing a book blurb or a poem) and compare it to what an AI comes up with. Discuss what feels authentic, surprising, or flat.
- Create a “Trusted Sources” wall. Highlight reliable databases, books, websites, and tools. Include a prompt: What makes this source trustworthy?
- Celebrate skills that AI can’t replace. Make a display of curiosity, empathy, creativity, and collaboration. Remind students (and staff) that not everything meaningful can be generated.
And here is a bonus idea!
Show your working: In maths classes, we used to get marks for showing how we got the answer! There is value in looking at AI interactions and conversations. Can you get a discussion group going about them? How did the thought process develop, what did students learn along the way, and where did it lead?
Final Reflection
The impact of generative AI on children is no longer speculative – it’s measurable, visible, and already shaping how young people think, learn, and relate to the world. If you haven’t already, I encourage you to read the recent reports that informed this piece – Brookings, 5Rights Foundation, and Alan Turing Institute.
Their findings are clear: the risks are real, the pace is rapid, and children are not being adequately protected or prepared. As librarians, we can’t afford to wait for top-down solutions. We need to stay informed. Make time to read widely, talk with colleagues, and keep asking: what’s changing – and what do our students need from us now?
And finally, ask yourself this:
What are you already doing to help children navigate the more harmful aspects of AI? Where can you intervene – not with fear, but with clarity, curiosity, and care? Your library doesn’t need to have all the answers. But it is a place where children can ask questions and have a human listen and respond.
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