Examining the relationship between digital competencies and artificial intelligence literacy of academic librarians in Türkiye

This study investigates the influence of academic librarians' digital competence on their artificial intelligence (AI) literacy within the context of Türkiye. Using a quantitative research design, it explores how the sub-dimensions of digital competence -digital anxiety, adaptation, and perceived competence- affect AI literacy, which was measured across awareness, use, evaluation, and ethics. A total of 211 academic librarians voluntarily participated in the survey, and data were analyzed through statistical techniques examining relationships, predictive effects, and group differences. The findings indicate that digital adaptation is the strongest and most consistent predictor of AI literacy, whereas digital anxiety negatively influences the ethical dimension. Perceived digital competence showed only a limited predictive effect. Demographic variables revealed that gender and education level did not significantly affect digital competence or AI literacy, while age and professional experience contributed to variations in AI literacy. Overall, the results highlight that adaptation skills, rather than technical proficiency alone, are critical for developing AI literacy. The study underscores the need for training programs in academic libraries that focus on fostering adaptability to support effective AI integration.