<![CDATA[The development of artificial intelligence (generative AI) technology and the phenomenon of information overload are changing the research landscape in higher education, requiring a repositioning of the role of librarians. Academic librarians are no longer simply collection managers but must transform into primary instructors in information literacy classes. This study aims to analyze the implementation of the librarian's instructional role by integrating the Framework for Information Literacy for Higher Education from the Association of College and Research Libraries (ACRL). Using a contextual-analytical approach, this paper examines how the six threshold concepts of ACRL are applied to curriculum design, critical evaluation of information sources, academic ethics, and navigating the ethical use of AI. Furthermore, this article identifies various obstacles in the field—such as the limited duration of one-shot sessions and gaps in librarian pedagogical competencies—and formulates strategies for optimizing these through blended learning and strengthening structural collaboration with faculty. In conclusion, the integration of the ACRL framework into librarian instruction is an essential pillar for developing students' critical thinking skills and maintaining the integrity of academic institutions in the digital age.]]>
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