Purpose This study aims to examine the perspectives of Library and Information Science (LIS) scholars in Nigerian universities on artificial intelligence (AI) literacy and the ethical use of generative AI in academic writing. Four (4) specific objectives guided the study. Design/methodology/approach A cross-sectional survey design was used, and data were gathered from 217 returned questionnaires completed by LIS scholars, representing a 60.5% response rate from 359 academics on the NALISE WhatsApp platform. Descriptive statistics, an independent-samples t-test, and Pearson correlation analysis were used to evaluate differences in AI literacy and the relationship between AI literacy and ethical prompting. Findings Findings revealed a generally low level of AI literacy, with respondents reporting challenges in evaluating AI-generated content and detecting AI-assisted plagiarism. Ethical prompting practices were not consistently adopted, although many scholars expressed concern about issues such as plagiarism, ghostwriting, and misinformation. Institutional support, including policies, training and formal guidelines, was widely perceived as inadequate. Significant differences existed between those who had used AI tools and those who had not, and AI literacy showed a strong positive correlation with ethical prompting. Originality/value Based on the authors’ knowledge and literature search, this is the first empirical study to comprehensively explore AI literacy and ethical use of Generative AI among LIS scholars in the context of Nigeria. It addresses a critical gap in the literature, which has predominantly focused on technologically advanced regions. The study introduces a unified framework that simultaneously investigates AI literacy, ethical prompting, perceived ethical risks and institutional practices, offering a holistic view of the challenges. It also contributes original empirical evidence on the relationship between AI literacy and ethical behavior.

Abstract The study systematically investigates the determinants of international research collaboration in Library and Information Science (LIS) from 1990 to 2019. Using a gravity model estimated by Poisson Pseudo Maximum Likelihood (PPML) with high-dimensional fixed effects and fractional counting, we analyze the evolving patterns and drivers of collaboration. The findings reveal several key trends: collaborative research has become the dominant form of scholarly production, with the share of co-authored articles rising from 23.03% to 74.89%. International collaboration grew at a remarkable compound annual growth rate (CAGR) of 17.67%, significantly outpacing domestic collaboration. The field continues to be characterized by small-to-medium sized teams, typically consisting of 2–6 authors. Network analysis shows substantial structural expansion: the number of participating countries doubled from 54 to 105, collaborative ties increased sixfold, and the total volume of decadal collaboration grew by 41.5 times. The international collaboration network has evolved from a hub-and-spoke model centered on the United States to a bipolar system led by China and the United States, supported by multiple regional poles. In terms of determining factors, traditional gravitational factors—shared language, land contiguity and colonial relationships—have shown a strong and lasting positive impact on collaboration. Its influence remains relatively stable within 30 years, especially in the second half. In contrast, neither economic nor political distance has shown a sustained impact. The robustness test confirmed the reliability of these findings.

Purpose This research paper aims to develop a comprehensive framework model for sustainable competency development among university-level academic librarians in Asia. Design/methodology/approach Recognizing 21st-century competencies as distinct from those of the 20th, relevant literature was searched between 2000 and 2025 across two databases: Scopus and Library and Information Science & Technology Abstracts. Additionally, a scholarly web search engine (Google Scholar) was also searched so that maximum document retrieval could be ensured. Subsequently, duplicate articles were excluded. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) design was followed to write this paper. Findings The synthesis of the literature revealed a four-element framework model comprising elements of written policies, stakeholders, competencies and methods for improvement. It is found that information technology, management, information literacy, soft skills, professional skills and trustworthiness are essential competencies for information professionals. The model also suggests that these skills can be enhanced through self-learning, one-on-one training, internship modules and training sessions. The stakeholders that may organize training sessions comprise library and information science (LIS) schools, continuous education program designers and professional LIS bodies. Research limitations/implications The proposed framework provides a valuable guide for LIS schools, organizations designing continuing education programs, and professional LIS bodies. This framework may help them improve the competencies of LIS students and practitioners through identified methods in the identified competencies directions. Originality/value This is the first study to investigate the competencies of Asian information professionals through a systematic literature review and synthesis of previously published research articles from 48 countries and three disputed territories across the continent of Asia.

Purpose This study aims to investigate how artificial intelligence (AI) integration is transforming library and information science (LIS) education globally, focusing on its impact on curricula, pedagogical practices and professional roles. By examining both structural patterns and lived experiences, it aims to reveal how AI reshapes the epistemic, ethical and social dimensions of LIS education in the algorithmic age. Design/methodology/approach This study adopts a multi-method approach, combining cross-national curriculum mapping of 28 LIS programmes with 25 in-depth interviews to uncover both structural patterns and lived experiences of AI integration in LIS education. A six-dimensional analytical framework is developed to assess curriculum design, pedagogical diversity and faculty alignment. This study further applies Marxist theory, phenomenology and AI ethics perspectives to interpret role shifts among educators and students, offering a nuanced understanding of the epistemic, relational and affective dynamics emerging. Findings AI integration in LIS curricula is uneven globally: North American programmes lead in technical–ethical balance, while European and Asian counterparts focus on theory or lag in formal adoption. Interviews reveal instrumental AI use dominates, causing role alienation (students as “system operators”, faculty as “technical facilitators”) and eroding reflective learning. This study highlights risks of dehumanization and fragmented cognition in AI-mediated environments. Originality/value This research uniquely applies multi-theoretical lenses to expose AI’s dual impact on LIS education: technical opportunities vs existential-pedagogical challenges. It proposes redefining LIS as cultivating “information governors” capable of critiquing algorithmic systems, advocating holistic curricula merging technical fluency, ethical reflection and humanistic inquiry. The framework and recommendations offer actionable insights for global LIS programmes to navigate AI-driven transformation responsibly.

ABSTRACT Purpose/significance This study investigates the awareness, perceptions, and responses of library and information science (LIS) researchers toward retracted papers, aiming to inform the improvement of research integrity governance. Method/process A questionnaire survey of 280 LIS researchers examined their sources of retraction information, understanding of causes, perceived consequences, and attitudes toward evaluation. The influence of academic background, publication volume, and discipline was also explored. Result/conclusion Findings indicate generally low retraction awareness and a primary reliance on informal channels. Critically, the analysis reveals several nuanced patterns: (1) Significant disciplinary differences exist in perceiving retraction causes; (2) Opinions are sharply divided on including retraction records in research evaluation, reflecting concerns about uniform responsibility attribution; (3) A considerable proportion of researchers mistakenly view retraction’s impact as reversible. These attitudes are strongly associated with educational background and publication experience. In response, this paper proposes five key recommendations: establishing authoritative retraction platforms, improving journal retraction mechanisms, differentiating retraction types in evaluation, strengthening integrity education, and building a coordinated governance framework. These measures contribute to fostering a more transparent, fair, and sustainable scholarly correction ecosystem.

Introduction. This study aims to contribute to the global development of Library and Information Science (LIS) education by examining the compliance of undergraduate programmes in LIS in Türkiye, with international standards. The research has an international significance within the framework of the standards of organisations such as ALA and IFLA. Method. Curricula of 14 LIS undergraduate programmes were examined through qualitative document analysis method. In addition, a draft model for ENT curricula was created by examining the guidelines of international organisations. Analysis. In the analysis process, quantitative data were obtained and MAXQDA software was used to categorise the curriculum contents. Findings. The findings show that the LIS programmes in Türkiye cover the basic topics but need updating in areas such as digital information management and technological innovations. Conclusion. This study aims to contribute to the advancement of LIS education and ensure that graduates are equipped to respond to the demands of a changing information environment. The draft model can help to better align LIS curricula with international standards and contribute to the global LIS education literature. In conclusion, this research constitutes an important step to improve the alignment of LIS education in Türkiye with international standards and to strengthen the competitiveness of graduates in the global labour market.

Introduction. This paper examines CoLIS proceedings since its inception, addressing two questions: 1) has CoLIS achieved its goal of convening a critical mass of library and information science (LIS) scholars to articulate and demarcate the field’s sphere of reality?; and 2) has CoLIS developed a community of practice for scholars exploring the general conception of the discipline, as it was designed to do? (Vakkari, 1992). Method. The paper examined 362 short and full papers published in the 1991-2022 CoLIS proceedings. Published prefaces, keynote addresses, and calls for submissions informed the analytic framework. Analysis. Analyses included authorship trends and the nature of the papers themselves, including types of methodologies, and depths of reflection on research practices and conceptual underpinnings of the field. Papers were analysed using a community of practice framework, alongside the articulated goals for CoLIS conferences (Vakkari, 1992; Wenger, 1999). Results. Most CoLIS papers were conceptual, qualitative, and textual by design, and report results of research studies. Only a small subset were reflective papers, articulating the conceptual underpinnings of library and information science. Conclusion. CoLIS is an engaged community, particularly in Nordic countries, the United Kingdom, and Europe. There is potential to expand into a vibrant, global community of practice to examine conceptions of the discipline.

This paper reviews literature on digital literacy among rural high school learners and educators. The following types of literature were reviewed: digital literacy programmes offered at rural high schools; digital literacy competencies of learners and educators from rural high schools; and the challenges confronted by rural high school learners and educators relating to digital literacy education. The data were obtained by searching for published articles published between 2018 and 2023 and indexed by the Scopus and LISTA databases. Digital literacy of high school learners and educators, digital literacy education, and digital literacy programmes for learners in high schools were the search terms used. The PRISMA reporting guidelines were followed. The study revealed that digital literacy programmes are frequently delivered in small groups by a facilitator who follows a predesigned curriculum and focuses on a particular subject or area of interest like teaching learners to use computers and smartphones to access information. In addition, the results suggest that educators are unable to adequately teach digital literacy since their own functional abilities are not as innovative as those of their learners. Moreover, it was evident from the data that the biggest challenge in integrating technology into classrooms was a lack of computer resources. The study recommends relevant measures by the government and school organisations to ensure that educators and learners are equipped with the skills that are needed to be able to use digital tools. Moreover, this review contributes to profiling existing research on the library and information science (LIS) curriculum and the methodological background on the digital literacy of rural high schools across Africa.

This study aims to examine research trends in Library and Information Science (LIS) in India through a systematic review of relevant literature. Thirty-three research publications focusing on LIS research trends in the Indian context were evaluated. Each article was reviewed to identify the key topic and the research methodologies employed. All the main LIS themes were then categorised into their respective decade for further analysis. The results indicate a significant focus on bibliometric and scientometric studies, as well as research on information-seeking behavior in recent decades. In the earlier years (1950–1960), LIS research primarily centered on themes such as classification, cataloguing, information retrieval and the LIS profession. However, the prominence of these topics has declined over time. In addition to bibliometric and information-seeking studies, researchers have also explored areas including various types of libraries (academic, university, public and special libraries), LIS education, digital libraries, library automation, electronic resources and webometrics. The study reveals a notable deficiency in methodological transparency, as 58 % of the examined articles do not describe the research methods used to derive their findings. This suggests a need for greater methodological rigor and reporting in LIS research conducted in India.

This qualitative article explores digital pedagogies methods for learning information retrieval (IR) content modules in South African Library and Information Science (LIS) higher education institutions (HEIs). The study seeks to establish the content of IR modules, and the digital pedagogies methods used for learning IR content modules in South African LIS HEIs offering LIS education. The population of this study includes the LIS students learning IR content modules. The researcher used document reviews for the IR content module descriptors and assessment plans, and focus-group discussions with the LIS students as data-collection instruments. The collected data were analysed using document analysis and thematic analyses. This study revealed that the content of IR modules comprises information literacy; information sources and resources; authority control; cataloguing; metadata; classification; subject headings; abstracting and indexing; information searching/seeking and retrieval; bibliographic control; information organisation; alerting services; designing personal websites, blogs, wikis and personal databases; scholarly communication; digital scholarship; digital curation; applications of digital technologies; principles, standards, frameworks and models for resource description and discoverability; vocabulary control; and thesaurus. This study further established that the digital pedagogies used for learning IR content modules involves the learning management system known as Moodle, and the online platforms such as Microsoft Teams and Telegram. This article recommends that the South African LIS HEIs teach and learn a standardised and digitally transformed content of the IR modules and adapt with the new teaching and learning methods of digital pedagogies.

Problem Statement Everyone owning or accessing digital devices such as phones, laptops, computers or tablets consciously or unconsciously engaged in digital reading. Moreover, the evolution of AI has transitioned digital reading to a new level. This study explores students’ awareness and utilisation of AI for enhancement of their digital reading. Method Employing narrative design, data was collected from 27 students of Library and Information Science in Kwara State, Nigeria. The participants were purposively selected because of the researchers’ observations of their knowledge about different AI tools and their proficiencies in reading with the AI tools. Semi-structured interview was held with the participants. Results Findings showed that the students are aware of and used ChatGPT, Readpo, Texti and Speechify to skim or scan in order to identify the main points associated with their academics such as assignments, projects and forming notes. Furthermore, findings showed that reading with AI breaks down the key points about ideas, saves time in knowing details, summarizes and repackages information in ways that suit the students’ need. However, the challenges limiting the benefits of reading with AI tools include lecturers’ discouragements, grammatical complexities and risky for intellectual development. Conclusion This study concludes that AI enhances the digital reading experience of the students by significantly changing the sources students consult in accessing information and enriching their knowledge. One of the recommendations of this study is that Library and Information Science (LIS) schools in Kwara State, Nigeria, should organize seminars or workshops to train their students on AI literacy. This will equip the students with the skills of humanizing AI-generated content in order to minimize the grammatical complexities encountered in reading with AI.

Purpose: This study examines the extent to which Library and Information Science (LIS) curricula in Bangladesh address digital and Artificial Intelligence (AI) competencies required for contemporary information environments and identifies gaps in relation to international standards. Methodology: Using a mixed-methods approach, undergraduate, master’s, and postgraduate diploma LIS curricula from four leading Bangladeshi universities were analyzed and categorized into traditional, digital/ICT, and AI-related competencies. The curricula were benchmarked against AI competency frameworks developed by IFLA, UNESCO, ALA, and CILIP. Informal interviews with ten LIS faculty members were conducted to explore curriculum implementation and institutional challenges. Findings: The findings reveal that LIS curricula remain predominantly oriented toward traditional librarianship. While digital and ICT components have expanded, AI-related competencies are limited and unevenly integrated. Alignment with international frameworks is partial, with notable gaps in applied AI skills, data stewardship, and strategic leadership, compounded by infrastructural, pedagogical, and policy constraints. Originality: This is one of the first initiatives in Bangladesh to investigate the appropriateness of the existing LIS curriculum in modern era and AI competencies required for Bangladeshi information professionals. Practical implications: The study underscores the need for an integrated, competency-based LIS curriculum that embeds AI literacy across different degrees to prepare professionals for AI-enabled information services.

The paper, which is non-empirical, takes a look at the influence of informal mentoring on the formal one in the professional development of librarians. It explained the concepts of mentoring, informal mentoring, formal mentoring, and professional development. It also exhaustively x-rayed the content of informal mentoring (which included the economic and the social aspects) and formal mentoring (which included the professional development needs).It concluded by postulating the pyramid of hierarchical mentoring needs to explain the relationship between informal and formal mentoring. The pyramid graphically explains how the economic and social mentoring needs could be satisfied before the professional development needs of librarians. It recommended that much research work needs to be conducted on the state and development of informal mentoring before the publication of Homer’s poem, “the Odyssy”, all tertiary institutions need to place mentoring on the front burner, and finally, much research work needs to be conducted on the benefits of mentoring for library and information science (LIS) students.

Studying the dynamics of keywords in scientific topics is an advanced and promising field that allows us to understand the evolution of research topics – from identifying new trends to decline and stagnation. The article presents the results of a study on trends in the dynamics of keywords in 27 topics related to library and information science (LIS). The research is based on information acquired from OpenAlex. The data collection was conducted for each year in the period from 2014 to 2023 and for each of these 27 topics. As a result, a set of 6,136 keywords was collected, which included the top 200 words for each year of the studied time span. These keywords were collected across all documents in OpenAlex, without filtering by any criteria. According to the data on the dynamics of key terms obtained during the study, the topics were divided into three groups. The first group includes topics that are actively developing and in demand at the present stage, with the largest proportion of keywords showing positive dynamics, including new terms. The second group consists of established topics that are undergoing a reorientation in line with new research focuses, with a moderate proportion of terms showing positive trends and new keywords. The third group comprises established topics with a minimal proportion of key terms showing positive changes and/or the absence of new keywords, but without significant updates or growth in activity. These examples show the transfer of some terms between topics, as well as their appearance in other topics as novel ones. The article contains a list of co-words specific to LIS, with positive and negative dynamics, as well as those that have emerged as new ones within the topics being studied. The research was conducted to test a terminological approach to assessing the dynamics of scientific trends, including identifying key points in the development of academic topics.

This article reports on revisions to a course in Library and Information Science (LIS) made by the instructor, to apply, test, and evolve a transdisciplinary approach to class inquiry. This study was part of a larger research project grounded in the Scholarship of Teaching and Learning, entitled Exploring Transdisciplinary Approaches to STEM Teaching and Learning, whose purpose was to support transdisciplinary educators in justifying, evaluating, and legitimizing knowledge claims about their work through the application of a novel Transdisciplinary Epistemic Practices(TEP) model integrating elements from STEM, Arts, and Design (often referred to as STEAM). The TEP model is a conceptual tool that promises to be useful for the Critical Making stances that are common in technology courses for librarians. It was operationalized and tested in eleven courses across Pratt Institute, including a Library and Information Science course called Growing Up Digital (INFO 678), which is the focus of this paper. The first author, Leanne Bowler, was a participant in the study, applying action research methods to her own teaching practices in this class, and reporting results back to the larger project led by Mark Rosin.

The present research examines the altmetric presence in the Indian journals published within the discipline of Library and Information Science (LIS). The population consists of scholarly articles published in Indian LIS journals, which are currently indexed on the Web of Science (WoS) from 2005 to 2023. Citations of scholarly articles were obtained from the WoS database, and the Altmetric Attention Score (AAS) was obtained using Altmetric Explorer. Three Indian LIS journals were identified, which are currently indexed on the WoS with an aggregate total of 1350 scholarly articles with Digital Object Identifier. Out of 1350 scholarly articles, 202 (14.96%) had an AAS. Popular altmetrics data sources were also studied, where X (Twitter) was the famous media channel where scholarly articles from Indian LIS journals were mentioned. Mendeley readership and citations from the Dimensions database were also analysed to know the varied aspects of research published in selected journals. Pearson correlation analysis displays a weakly positive relationship between citations and AAS, showing that altmetric attention and conventional citations represent complementary characteristics of research impact. The originality of this research exists in its unique focus on WoS-listed Indian LIS journals by evaluating year-wise and journal-wise trends, choosing relevant altmetric sources, and assessing the correlationship between citation counts, AAS, and Mendeley readership. By examining a specific geographic area and a disciplinary context, this research fills a notable gap and adds original insights into the societal visibility and academic influence of Indian LIS publications.

This study examined the digital competencies and use of digital tools for learning among postgraduate students of Library and Information Science (LIS) in South-South, Nigeria. The specific objectives were to determine: (1) the extent of digital competencies of LIS postgraduate students, (2) the extent of their use of digital tools for learning, and (3) the relationship between digital competencies and the use of digital tools for learning. A descriptive research design was adopted to describe and analyse existing conditions without manipulation of variables. The population comprised 161 postgraduate students across three public universities—Delta State University, Abraka (64), Ambrose Alli University, Ekpoma (26), and Ignatius Ajuru University of Education, Port Harcourt (71). A census sampling technique was employed, including the entire population. Data were collected using a structured questionnaire titled Competencies and Use of Digital Tools for Learning Questionnaire (CUDTLQ), adapted from Tzafilkou et al. (2022) and Rafiq et al. (2024). Expert validation established content validity, while a test–retest reliability coefficient of 0.87 confirmed internal consistency. The instrument used a five-point Likert scale, and data were analysed using mean, standard deviation, and linear regression at a 0.05 significance level. Findings revealed that the aggregate mean score for digital competencies was 2.75 (SD = 1.28), below the criterion mean of 3.00, indicating low competence. Similarly, the extent of digital tool usage was low, with an aggregate mean of 2.49 (SD = 1.29). However, regression analysis showed a very strong, significant relationship between digital competencies and digital tool use (R = .989, R² = .979, F(1,125) = 5711.187, p < .05), indicating that 97.9% of the variance in tool use was explained by digital competence. The study concluded that low digital competencies limit postgraduate students’ effective use of digital tools. It recommends that universities integrate mandatory digital literacy training, hands-on workshops, and blended learning modules to enhance postgraduate students’ digital competence and overall learning outcomes.

Citizen science, a core component of the open science movement, emphasizes public participation in scientific research and fosters inclusive, community-driven knowledge production. Libraries are increasingly recognized as critical facilitators of citizen science, offering infrastructure, support, and access to resources. This study investigates the intellectual structure of citizen science within the field of library and information science (LIS) through a co-citation analysis using data retrieved from Web of Science (WoS) and Scopus. The analysis identifies the most frequently co-cited authors and sources, revealing emerging research clusters and thematic trends. Findings show that while citizen science in LIS is a growing area of interest, the field remains relatively fragmented, with limited author interconnectivity and modest citation frequencies. The most frequently co-cited sources include journals focusing on academic and medical librarianship, highlighting the multidimensional relevance of citizen science across subfields. Keyword analysis reveals dominant themes such as open science, crowdsourcing, and digital humanities, which align with libraries’ evolving roles in participatory research. The study provides a comprehensive overview of current research dynamics and collaboration patterns, offering insights into the evolving role of libraries as active participants in citizen science initiatives.

Purpose This study aims to identify the relationship of stimuli [learning value (LV), information accuracy (IA), perceived credibility (PC) and perceived intelligence (PI) of ChatGPT] with organism (trust and attitude towards ChatGPT) and response (intention to use ChatGPT) using the stimulus-organism-response framework. Design/methodology/approach The research was carried out using the quantitative method. The population of the study consisted of library and information science (LIS) students of HEC-recognised public sector universities situated in Punjab, Pakistan. Two LIS schools from two universities were randomly selected, and data was collected from ADP/BS, MPhil and PhD students through the convenient sampling technique. The questionnaire was developed through previous studies, and data was collected online using Google Forms. Data was analysed using SmartPLS software. Findings Findings revealed a significant effect of LV, IA, PC and PI on trust. There was also a significant effect of LV, PC and PI on attitude towards ChatGPT. However, IA did not significantly affect attitude. The influence of trust and attitude towards ChatGPT on intention to use ChatGPT was also significant and positive. Originality/value This study has significant implications theoretically and practically. Theoretically, current research provides a pathway for researchers to extend the proposed model for ChatGPT and other generative tools for measuring the trust of users. Practically, this research provides insights for information technology experts and AI system developers to consider LV, IA, PC and PI to enhance user trust towards AI generative tools.

What is information? This question echoes through the field of information science and the many attempts at defining the essence of the field are well documented. For graduate students entering the field, answering this question is an intimidating prospect. This paper presents an exploratory, ethnographic study as a thematic narrative exploring the way three first-year library and information science (LIS) students at the University of Toronto’s Faculty of Information conceptualize information and how the iSchool environment—in which diverse approaches to studying information beyond LIS are present— has impacted their perspective. An extension of the draw-and-write technique was used to have participants create a visual representation of their current understanding of information and how they would have conceptualized it before becoming an iSchool student. Paired with guided tours of the iSchool environment, participants conveyed that information was messy and manifests through a variety of behaviours and sources. The iSchool environment provides information and students pay attention to the values and aesthetics conveyed through physical and digital interactions with the Faculty. Ultimately, the paper argues that students go beyond recognizing how their own understanding of “information” is influenced by their time at the iSchool and come to appreciate diverse perspectives that exist within their cohort and the field while embracing the complex and at times messy nature of information.