Artificial Intelligence in a school library. New library tasks related to reader engagement, literacy promotion, and administrative support

Abstract

The rapid development of artificial intelligence (AI)-based tools is affecting the running of small, rural school libraries, giving rise to both enthusiasm and concerns about the future of the school librarian profession. The aim of this article is to present AI as a practical ‘assistant’ supporting the day-to-day work of the library, rather than as a technology that replaces human staff. The following research questions were posed: (1) in which areas of a small rural library’s operations can AI realistically increase work efficiency; (2) do these tools facilitate the personalisation of reading advice and the promotion of reading; (3) what competencies and ethical frameworks are necessary for their responsible use. The analysis focuses on three areas: working with readers, the promotion of reading, and administrative support. The article employs a review of the relevant literature and elements of a case study based on experience of working in a small rural library. The findings indicate that the implementation of AI does not require specialist IT knowledge, but rather critical and reflective skills. These tools can relieve the librarian of technical tasks, thereby strengthening their relational and culture-forming role. Technology should therefore support, rather than replace, the librarian–reader relationship, preserving the humanistic character of the institution as a place for an authentic encounter with the written word and culture.