Abstract
Generative AI (GenAI) is reshaping academic health education and increasing expectations for institutional response. At the Canadian College of Naturopathic Medicine (CCNM), the library partnered with campus colleagues and an external GenAI consultant to develop institutional GenAI principles and faculty and student guidance, creating a sustained entry point for embedded librarianship.

Introduction
As GenAI use accelerates, health programs are navigating how to encourage innovation while protecting academic integrity and patient privacy. GenAI principles and user-facing guidance reduce uncertainty and support responsible practice. At CCNM, this work helped shift library teaching from primarily request-based sessions toward embedded curricular support.

Description
As Chair of CCNM’s AI Task Force, Melissa collaborates with interdepartmental partners across CCNM and an external GenAI consultant. Using CCNM community input and national frameworks, including U15 and Government of Canada resources, the group developed GenAI principles and practical guides for responsible, context-appropriate GenAI use.

Outcomes
This work increased the visibility of the CCNM Library. Embedded teaching now covers academic integrity, digital media literacy, GenAI and patient privacy, search strategies, and research skills for clinical questions and systematic reviews, with additional curriculum development in progress.

Discussion
This initiative demonstrates how an academic health sciences library uses strengths in information and GenAI literacy to support CCNM's GenAI response and establish embedded librarianship at CCNM. Collaborative development of principles and practical guidance, informed by national frameworks and CCNM community input, supports responsible practice and creates durable opportunities for curriculum-integrated library teaching.