This bachelor’s thesis seeks insight into how teaching academic librarians perceive and learn about AI tools. The aim of the study is to examine how they gain knowledge and competences about these tools, how they use this knowledge in the context of their work and to determine barriers and drivers of learning and working with AI tools. Seven semi-structured interviews with librarians from four different universities were conducted and then analyzed using Illeris’ theories on learning and workplace learning. The findings show that much of the learning takes place informally between colleagues, through digital channels, AI groups and practical workshops. More formal competence development programs are organized by the employer, in collaboration with other libraries, universities or external actors.

Only a few informants implement the subject of AI in their teaching. Questions arise regularly from library users, which often leads librarians to seek more knowledge and update themselves on the subject. Most, but not all, of the informants monitor AI trends, but only when time permits. However, they all take part in the informal discussions that occur between colleagues, both formally and informally. The main barriers to AI-related learning and work are low personal interest and motivation, lack of time for monitoring, perceived lack of technical understanding, the lack of a clear AI policy from the universities and teachers who are unwilling to cooperate. Among the success factors mentioned are supportive managers, practical workshops, good collaboration with colleagues and many opportunities for competence development.