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.