Generative AI is rapidly reshaping legal research, making AI literacy essential for law students. This study evaluates a one‑credit, week‑long course on AI in Legal Research and Practice, structured around the Framework for AI Literacy (Hervieux & Wheatley, 2024). Using pre‑ and post‑course surveys, librarian-instructors measured changes in students’ familiarity with AI tools, confidence in evaluating them, and ability to identify benefits, risks, and EDI-related concerns such as bias and unequal access. This presentation will share preliminary findings and discuss implications for librarians and educators seeking evidence-based strategies for teaching AI literacy in professional programs.