数智时代，高效运用生成式人工智能大模型的提示素养，已成为素养教育新目标。文章以高校图书馆及馆员为研究视角，聚焦提示素养教育的角色定位与实践路径两个方面，依托“提示语意识、提示语知识、提示语能力、提示语伦理”四层次内容框架展开系统性分析。研究发现：高校图书馆及馆员在提示素养教育中需承担分层对应的基本认知传播者、基本知识普及者、基本技能训练者和基本伦理宣传者四个方面的角色，在实践路径方面则需要从全方位认知启蒙、结构化知识供给、场景化技能实操和治理内嵌行动四个方面开展深入探索。

In the digital-intelligent era, prompt literacy, which aims to effectively utilize large generative AI models—has emerged as a new goal of literacy education. From the research perspective of academic libraries and librarians, this paper focuses on two core aspects: the role positioning and practical paths of prompt literacy education, and conducts a systematic analysis based on the "four-level content framework" encompassing prompt wareness, prompt knowledge, prompt ability, and prompt ethics. The research findings indicate that academic libraries and librarians need to assume four hierarchically corresponding roles in prompt literacy education: basic cognition communicators, basic knowledge popularizers, basic skill trainers, and basic ethics promoters. In terms of practical paths, in-depth exploration should be carried out from four dimensions: comprehensive cognitive enlightenment, structured knowledge supply, scenario-based skill practice, and governance-embedded actions.