Teaching search expertise in the age of Generative AI: An autoethnographic exploration of liminality

AI literacy is increasingly seen as a necessary set of proficiencies for the 21st century, and the continuing development of Artificial intelligence (AI) technology has an impact on library and information services, along with the ethical implications it poses. This can be seen as a wicked problem for the field of LIS, and there is a need to address this foundational technology in our curriculum, which requires an understanding of the perspectives of students, faculty and practitioners. It also represents a transformative and challenging period, not just for students but also for educators, and this process of understanding and integrating this technology could be seen as a liminal state. Using the concept of liminality, this paper presents an autoethnographic analysis of the experience of learning and teaching about Generative AI as part of a course on information retrieval and developing search expertise.