Generative artificial intelligence and university libraries in Latin America

Half of Vermont Academic and Public Libraries Lack Written Confidentiality Policies Despite Directors’ Support for Principles of Patron Confidentiality

Glenn Lowell Brudvig, 1931–2007

This article explores the role of Generative Artificial Intelligence (GAI) in enhancing information retrieval and knowledge discovery in libraries by analyzing the significant advantages GAI offers. Its aim is on expanding the understanding of the potentials of GAI and how it reshapes information retrieval, accessibility and Knowledge discovery in academic libraries in a rapidly evolving digital landscape. The research adopted a mixed-method approach; Systematic review and longitudinal approaches as its methodologies. It posited the role of GAI in enhancing information retrieval and knowledge discovery in academic libraries in aspects like collection development and management, cataloging and classification, Indexing, library data analysis and unique search engines. The paper also identified some challenges limiting the usage GAI in academic libraries like GAI’s potential for inaccuracies, staff training and development, rigid educational structures and human relations and emotive connections. By way of conclusion and recommendation, the researchers suggested that academic libraries should intensify investments in training and re-training of staff because professional technological development for staff will ensure effective management and use of AI technologies.

Academic Librarians' Attitudes towards Augmented Reality

This study focuses on application of computer technologies to reference services in university and research institute libraries in North Central, Nigeria. Descriptive survey research method was used and the study covered 13 university libraries and 19 research institute libraries in North Central, Nigeria. The population of the study was 234 librarians. Sample size for this study was made up of entire population. Research instruments were a questionnaire and a checklist. Data collected were analyzed using frequency counts, percentages, mean and standard deviation. The findings revealed that computer technologies was used to a little extent for reference services (=2.07) in university libraries while in research institute libraries the grand mean of (=2.84) showed that computer technologies was highly used for the provision of reference services. The grand mean of (=2.69) revealed problems that hindered the application of computer technologies to reference services and the greatest of these was irregular supply of power in university libraries in North Central, Nigeria. Library managements should address irregular power supply; inadequate computer technology infrastructure and inadequate funding that hindered effective application of computer technologies in reference services for effective and efficient services in university and research institute libraries.

This essay explores the potential impact of Generative Artificial Intelligence (GAI) on academic library access services, highlighting both the benefits and challenges of incorporating GAI tools into these services. The integration of AI-driven tools like chatbots can revolutionize library access services, making them more efficient, user-centered, and adaptive to the needs of diverse user communities. GAI can enhance search and information retrieval, provide personalized learning and development, optimize circulation management, improve research support and accessibility, and enhance community engagement. However, challenges such as accuracy and reliability, data privacy, bias in AI algorithms, user acceptance and adoption, scalability and interoperability, technology dependence, occupational displacement, financial challenges, staff training and expertise, security threats, and change management must be addressed. To successfully implement GAI in academic library access services, librarians and managers must adopt a strategic and thoughtful approach, engaging in meticulous planning, collaboration, and strategic investment in infrastructure and expertise. By harnessing the power of GAI, academic library access services can drive innovation, improvement, and enhancement of the user experience, leading to heightened user satisfaction and improved operational efficiency.

Adult learners are a neglected species in the generative artificial intelligence (GenAI) era. The sweeping changes brought by GenAI in the educational arena have implications for adult learning. GenAI in education will usher in a world of adult learning that will be radically different from its predecessor. However, how adult learners will apply GenAI technologies to achieve their educational and professional goals remains blurred. To address this gap, it is crucial to examine essential principles for integrating GenAI into adult learning. For effective digital transformation of education, GenAI should optimize adult learning and ensure the safety of adult learners. This study proposes a “GenAI adult learning ecology” framework (GenAI-ALE) for higher education institutions in this digital era permeated by GenAI. The GenAI-ALE considers eight (8) essential principles categorized into two main themes; institutional factors (GenAI curriculum design, GenAI divide, GenAI policy, GenAI ethics) and interpersonal factors (GenAI human-centered andragogy, GenAI literacy, GenAI interest, and GenAI virtual learning). Malcolm Knowles’ andragogical model is used to provide a context for integrating GenAI into adult learning. Applying the framework in a real-world context follows four iterative systematic steps; pre-perception and perception, GenAI readiness, assessment, and outcome. Reimagining new forms of adult learning in the GenAI revolution calls for higher education institutions to develop education systems where there is a synergy between humans (adult learners) and GenAI.

PurposePreservation is an essential component of library management that requires special skills and competencies. This critical area seems to have been neglected by management of university libraries in Nigeria. This paper aims to examine threats to library information resources and contributions of skills of library personnel to preservation management in university libraries.Design/methodology/approachDescriptive survey design was adopted for the study. This facilitated the collection of data from large population of respondents. Questionnaire and focus group discussion were used as data collection instruments.FindingsPreservation management is one of the core areas of library practice that requires special skills. The study revealed that university libraries in Nigeria are confronted with threats to their information resources. The study found that human, conceptual and technical skills of library personnel significantly determine preservation management in university libraries in Southern Nigeria.Practical implicationsThe paper will allow the management of university libraries to appreciate the importance of personnel skills as the key factor for effective preservation management in libraries and accord it the necessary priority.Originality/valueWhile literature is replete with different aspects of preservation management in university libraries in Africa, little has been written on personnel skills and preservation management in libraries. The paper presents one of the few empirical studies that focus on the relationship between personnel skills and preservation management in university libraries in Nigeria and Africa.

Although much has appeared in the literature regarding the initiation of virtual reference services, to date a case study discussing online reference service’s integration into an academic library’s current suite of reference services has not been written. At the University of Saskatchewan, the integration process forced the library to take a broader look at reference services as a whole and address several questions: What is reference? How should it be delivered? Who should provide it? On what reference service values are decisions being based? To facilitate the integration, it was necessary to identify the needs of our users and re-examine the core values of our reference service accordingly. This analysis resulted in system-wide changes to all of the library’s reference services. The paper concludes with a set of planning recommendations that will be useful for college and university libraries currently considering, or presently offering, a virtual reference or instant messaging service and aspiring to incorporate the service permanently into their suite of reference services.

Background: Presently, libraries, especially academic libraries, have increasingly used information and communication technologies (ICTs) to automate their core functions in order to implement efficient and effective library operations and services. This now requires library and information professionals as knowledge workers to intensify managing both explicit and tacit knowledge for the organisational growth of the libraries.Objectives: The objective of this study was to investigate the use of ICT facilities that support knowledge management (KM) in academic libraries in Nigeria and South Africa.Methods: Both quantitative through survey and structured questionnaires and qualitative by content analysis and interview research methodologies were applied in the initial study. The qualitative approach of content analysis was applied to literature review, and key informants were also interviewed. One hundred and thirty-two professional librarians and six key informants across the sampled academic libraries in the two countries were targeted for information. The study sampled only six academic libraries, three in each country, which renders generalisation difficult. This article largely focuses on quantitative aspects of the study in the reported findings.Results: Availability and accessibility of ICTs for KM among the sampled libraries were not uniform, even within one country. Infrastructural support has affected some of the university libraries to a great extent. The knowledge and skills for using ICT for KM were largely adequate, but varied within the libraries and librarians as well. The challenges facing the libraries border on inadequate infrastructure and professional staff, but irrespective of the challenges faced, libraries have devised strategies for coping and rendering services. The study has provided new information relating to the use of ICT facilities and services for KM in academic libraries that calls for rigorous continuing education for re-skilling the librarians. The changing user behaviour also calls for major attention. Government support for academic libraries with policy and funding is still crucial.Conclusion and recommendation: The study concludes that because ICTs have had robust histories as used to support information services, both staff and students’ information needs to be met in a variety of ways in academic libraries. This would help to foster and improve the understanding of how librarians manage the organisation in present-day library operations. We recommend that staff development be intensified to enable how librarians could cope with changes and new technologies for modern information services being encouraged and acquired. This article provides a unique long-term survey on the use of ICT facilities and services, strategy and structure in an academic and/or university library services.

The current uses of artificial intelligence (AI) in academic libraries across the globe are explored. The uses of AI are then weighed against the concerns about the adoption of AI in academic libraries. Uses of AI in academic libraries include AI-powered chatbots used in reference services, and generative AI (GenAI) like ChatGPT used by librarians during information literacy classes. In addition, some libraries hold AI-themed lectures and forums. Concerns of AI include start-up costs & time and resource commitment, lack of staff training, concerns over job cuts, furthering bias, privacy concerns, copyright concerns, and conflict with the values of librarianship. Finally, recommendations for the field include the need for AI policies and guidelines from academic libraries to guide staff, transparency, and the implementation of AI literacy instruction in information literacy classes.

PurposeThe purpose of this paper is to distinguish between information management (IM) and knowledge management (KM) and present the findings of small‐scale research conducted to investigate KM practices in academic libraries in East and Southern Africa, and discussing the importance of KM and suggest the way forward.Design/methodology/approachThis research was undertaken in 20 university libraries in Africa using a questionnaire survey to investigate the current practices in university libraries in Africa to discover whether these libraries are practising KM or IM.FindingsThis survey results seem to suggest that currently most participating libraries are practising IM. A majority of 65 per cent of the participants considered themselves information managers.Research limitations/implicationsThis survey have had some limitations: one, all the participants were University librarians; two, due to the unavailability of contact addresses, the survey could cover only eight African countries. Future research should include a broader spectrum of participants to have an in‐depth knowledge related to KM.Practical implicationsThis paper has practical implications for those who are not fully aware of the importance of KM, how KM can be used to gain a competitive advantage; to break financial and technological constraints; and to satisfy escalating user needs.Originality/valueNot much has been done in Africa to explore KM practices in University libraries, this paper contributes towards filling that gap and adds to KM literature in general and offers empirical support to KM concept. This paper discusses the benefits of KM and offers several recommendations to facilitate KM practices in university libraries in East and Southern Africa.

PurposeThis paper aims to examine and then discuss the positive and negative influences of library manager styles on the engagement of Vietnamese university library staff in continuing education (CE) activities to improve their work performance.Design/methodology/approachBased on the relevant literature, a preliminary contextual model of factors affecting CE for university library practitioners in Vietnam was developed. Using the model as a framework to guide the data gathering, 17 focus group interviews were held with operational staff and ten individual semi‐structured interviews were conducted with library managers at ten public university libraries across Vietnam.FindingsThree main managerial styles were identified, i.e. directive, decisive and formalistic styles, each of which affected academic library staff CE in different ways. These styles were reflected in the ways the managers operated their libraries and assessed their staff, as well as in the ways they dealt with and coordinated CE activities.Research limitations/implicationsThis research focused only on public university library staff and managers in Vietnam.Originality/valueThe paper demonstrates that different managerial styles influence the engagement of Vietnamese university library staff in CE activities in different ways, and recommendations are provided to help academic library managers, regardless of their location, establish strategies to support the development of their staff through participation in CE activities.

Email Reference Transactions Reveal Unique Patterns about End-User Information Seeking Behaviour and Librarians’ Responses in Academic and Public Libraries Outside the U.S. and Canada

Academic libraries have taken a variety of approaches to addressing the opportunities and challenges of generative artificial intelligence (GenAI) in higher education. For universities that have no standard policy around GenAI, instructors are left with little guidance on how to teach students about GenAI in the classroom and may have varying levels of comfort with GenAI and its applications. To address the need for more instruction around GenAI, a team of librarians and university writing center and digital media suite staff took an innovative approach to teaching AI literacy by creating a six-lesson microcourse in their learning management system all about GenAI: how it works, its limitations, and how to use it efficiently and ethically for college research and writing. Microlearning offers a robust avenue for delivering instruction created by multiple experts, while also considering instructors’ time constraints around addressing both course content and AI literacy.