In our welcome materials, libraries regularly emphasize help they can provide and encourage students to use our services. Yet, studies show that this is not enough. While help-seeking is linked with academic performance, it is also complex and feels risky, especially for minoritized and first-generation students. This article shares results of a qualitative study which suggests that explicitly sharing feeling aspects of information challenges common to the transition to college followed by invitations to metacognitive thinking result in signs of openness to help-seeking. Furthermore, evidence suggests that providing the reflective opportunity within the context of modeling of students practicing mastery-oriented (instrumental) help-seeking potentially supports students in transitioning into higher education. This article builds on a prior quantitative study by the author and colleagues reporting a positive correlation between receiving the assignment and retention.

The paper examined the role of digital literacy in AI readiness among librarians in federal university libraries in Nigeria. The research was anchored on the Technological Pedagogical Content Knowledge Theory by Mishra and Koehler in 2006. The survey design was descriptive, and the study population comprises all the librarians working in university libraries in Nigeria. The census sampling technique was adopted, and an online questionnaire was used to collect data. The online questionnaire was administered to the librarians, and 315 completed it, and with that, the analysis was made. Findings revealed that librarians possessed a moderate level of digital literacy, with strengths in basic ICT skills, digital communication, and information retrieval, but lower proficiency in digital content creation and identity management. A moderate level of AI readiness was found among librarians due to a lack of institutional support and infrastructural facilities; however, librarians show stronger enthusiasm to learn. Additionally, there was a moderate to high level of self-directed adaptive strategies among librarians, such as skill upgrading and networking in reaction to the changes caused by AI. The test of hypothesis one showed a positive, moderate, and significant relationship between digital literacy and AI readiness among librarians. The regression model also had a significant statistical value, which means that digital literacy is a significant predictive variable of AI readiness. The authors recommended that university libraries and other stakeholders should invest in AI-relevant training and infrastructure that will make librarians better prepared and leaders in AI projects, etc.

This study investigated the perspectives of university teachers regarding AI-generated literature by undergraduates in Nigerian library schools. A cross-sectional survey design was employed. Using a structured questionnaire distributed via Google Forms, data were collected from 224 respondents and analyzed using descriptive and inferential statistics. Findings revealed high awareness among lecturers of AI tools and their use by students. Significant challenges were identified in detecting AI-generated content. A strong positive correlation was found between AI awareness and informed ethical perceptions. The study recommends that university management should develop and enforce clear institutional policies on responsible use of AI in academic writing.

The study examined the digital literacy proficiency among undergraduates of Library and Information Science (LIS) in federal universities in South-South Nigeria and how this proficiency influences peer leadership among their peers. The study employed a descriptive survey design, and a stratified random sampling technique was used to select 408 participants from a population of 2,723 students across nine universities. Data were collected using a self-developed questionnaire, with 327 valid responses analyzed through descriptive and inferential statistics using SPSS version 29. Findings revealed that LIS undergraduates possess a moderate level of digital literacy, with strengths in basic Information and Communication Technology (ICT) skills, digital communication, and information retrieval, but notable gaps in digital content creation, collaborative tools, and identity management. Students were found to utilize both formal and informal methods to enhance their digital skills, demonstrating adaptability and initiative. Furthermore, the study found that digital literacy proficiency moderately influences peer leadership, especially in areas like peer support, academic collaboration, and responsible digital engagement. A statistically significant relationship was found between digital literacy and peer leadership. The results of the study may assist library management in enhancing the digital competencies of LIS students, thereby fostering the development of peer leadership in university libraries. It suggests incorporating advanced digital proficiency in LIS programs, peer-guided learning, and enhancing digital infrastructure to assist students in their progress further.

This article examines the development and application of Information Literacy (IL) Standards across public, academic, and special libraries in various disciplines. It compares the implementation of these standards, evaluates their role in assessing users’ IL skills, and skills and identifies areas for improvement. A comparative analysis approach is employed to explore IL Standards developed by leading national and international organizations. The study investigates how these standards are applied in different library types, subject disciplines, and geographic regions, catering to the unique needs of diverse user groups. The article evaluates IL Standards across different library types, academic disciplines, and cultural contexts, emphasizing the importance of flexible standards that address a broad range of IL needs. It advocates for a globally adaptable approach to IL that supports users in varied settings and enhances overall IL competencies worldwide. The findings aim to assist library professionals and policymakers in refining IL Standards and developing targeted programs. By implementing customized initiatives, libraries can improve IL effectiveness and promote IL across diverse audiences, ultimately helping in the selection of appropriate IL standards for specific library needs.

Purpose This study is concerned with the disruptive impact of artificial intelligence (AI) technologies – specifically focusing on OpenAI’s ChatGPT – on human engagement and use of it. It seeks to determine whether these tools pose a danger to the utility and function of traditional libraries and resource centers. Design/methodology/approach Analysis is conducted through the lenses of the technological capabilities of AI systems, the socio-institutional roles of libraries, and a content analysis of recent literature. It looks at the ways in which traditional information institutions and AI-driven platforms are changing within a larger digital knowledge ecosystem. Originality/value This article takes a balanced approach to the possible implications of these relations between traditional information services and nascent AI technology. The argument is advanced by reiterating the services that libraries alone uniquely render, such as cultural stewardship, egalitarian access, and ethical custodianship. Findings ChatGPT and similar AI applications are valuable for providing information and cognitive support, but they do not encompass the full range of functions, social presence, and ethical responsibilities of libraries and resource centers. AI represents an extension rather than a replacement of libraries in the digital age.

This study provides an essential bibliometric analysis of digital literacy research for university students, highlighting global trends, key contributions, and critical gaps in the field. Analyzing 2,743 documents published from 1978 to 2023 using Scopus, we employed tools like VOSviewer and Biblioshiny to map knowledge structures and identify key themes. Our findings indicate a significant rise in research output since 2016, establishing digital literacy as a crucial competency for students in e-learning and digital transformation. The COVID-19 pandemic further emphasized this urgency, with keywords such as e-learning and digital tools frequently co-occurring. The increase in open-access publications also represents a vital step toward democratizing knowledge. Key research themes identified include digital literacy, higher education, e-learning, and the digital divide. While the USA, UK, and Spain are leading contributors, developing countries are demonstrating growing interest despite challenges in infrastructure and training. These findings highlight the pressing need for targeted interventions and collaborative efforts to bridge disparities in digital skills and access, empowering all students for success in an increasingly digital world.

This study evaluates the effectiveness of using a rubric to assess information literacy (IL) skills in a scaffolded first-year writing and rhetoric course at the University at Buffalo. The research focuses on the integration of the Association of College and Research Libraries (ACRL) Framework for Information Literacy into the curriculum and its impact on student learning outcomes. A team of instruction librarians developed and implemented a rubric to evaluate annotated bibliographies, a common assignment in the course. The rubric assessed four key criteria: citations, source types, relevance and support of the topic, and authority of sources. Data from 200 annotated bibliographies were analyzed, revealing that while students generally performed well in identifying authoritative sources, they struggled with ensuring the relevance and support of their chosen sources. The study highlights the need for more intensive instruction on connecting sources to research topics and suggests that a scaffolded, multi-session approach to IL instruction is more effective than one-shot sessions. The findings advocate for the inclusion of librarians in the curriculum as integral educators to enhance students' IL skills comprehensively.

This study aims to investigate the LibGuides of top Fulbright-producing institutions to determine the availability and scope of library resources dedicated to supporting U.S. Student Fulbright grant applicants. The U.S. Fulbright webpage outlines sixty-eight institutions as top producers of U.S. Student Fulbright’s for the academic year 2023-2024. Through content analysis, the authors explore the library websites of these institutions to answer two research questions: RQ1. Do the top-producing U.S. Student Fulbright institutions have dedicated LibGuides on their library websites? RQ2. What content elements do these dedicated LibGuides include? The analysis revealed that nine top-producing U.S. Fulbright institutions have dedicated LibGuides, while forty-two others offer LibGuides for grants in general, grant writing, fellowships or discipline-specific LibGuides with Grant, Fellowship, or other Scholarly opportunities. Key findings and recommendations for improving Fulbright student outcomes include: (1) develop dedicated U.S. Fulbright student LibGuides to enhance support and boost institutional rankings, (2) collaborate with faculty advisors and other institutional administrators and engage with prospective U.S. Student Fulbright applicants to ensure LibGuide effectiveness, and (3) compile a list of U.S. Student Fulbright LibGuide characteristics to best support student applicants throughout the Fulbright process.