Document Type

Article

Publication Date

2026

Abstract

Introduction. This paper challenges the assumption that frictionless AI-mediated information seeking represents progress. We argue that AI systems eliminating productive friction, such as uncertainty, exploration, and reflective processes, undermine intellectual virtues essential for critical thinking in an AI-saturated information environment.

Method. This conceptual article employs a theory synthesis approach, drawing on library information science (LIS) theories of information behaviour, experience, and literacy, virtue epistemology, and human–computer interaction (HCI) friction design literature.

Analysis. We map intellectual virtues such as curiosity, thoroughness, and intellectual humility onto the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education, building on and extending previous analyses. We connect dimensions of virtuous search to AI system design principles and align friction types with specific intellectual virtues.

Results. We propose three design principles for human-centred AI systems (representation, affordance, and facilitation) and develop a typology that maps friction interventions to intellectual virtues, providing concrete examples for each.

Conclusion. Productive friction should be understood as a feature supporting intellectual development, not a barrier to efficiency. The design choices made today will determine whether AI serves as intellectual scaffolding or cognitive crutch.

Original Publication Citation

Archambault, S. G. (2024). Toward a new framework for teaching algorithmic literacy. Information and Learning Sciences, 125(1/2), 44–67. https://doi.org/10.1108/ILS-07-2023-0090

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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