IFLA Journal

Generative artificial intelligence tools are becoming ubiquitous in applications across personal, professional and educational contexts. Similar to the rise of social media technologies, this means they are becoming an embedded part of people's lives, and individuals are using these tools for a variety of benign purposes. This article examines how existing information literacy understandings will not work for artificial intelligence literacy, and provides an example of artificial intelligence searching, demonstrating its shortcomings. Present approaches may fall short of the answer required to navigate these new information tools, and this begs the question of what comes next. The current scope of information literacy and technology necessitates a multidisciplinary approach to solving the question of ‘what to do with artificial intelligence’ and arguably most impactfully requires one to acknowledge that what has worked may no longer suffice.

Artificial intelligence (AI) literacy has become an important skill for library and information professionals. This scoping review synthesizes the literature that explores the use of AI literacy to educate academic librarians and library users. From the 1824 articles found, the authors selected 10 suitable articles. The study found that library and information professional organizations have developed AI literacy resources and/or AI-literacy-based policy guidelines, which help library users make literate and fair use of AI. For their part, library professionals promote AI literacy through workshops, AI literacy sessions, user education, LibGuides content and online literacy tutorial programmes. At the same time, the review highlights the need for these same professionals to become more AI-literate themselves. The AI literacy education programmes provided by libraries can play a vital role in the effective use of AI-based tools and products for academic and research purposes.

This study explores student satisfaction with artificial intelligence chatbots in Ethiopian academia, examining their usage patterns, satisfaction levels, benefits, concerns and recommendations for improvement. A quantitative survey was conducted among 367 Ethiopian students from various educational levels and regions. The survey collected data on artificial intelligence chatbot usage, satisfaction, benefits, concerns and improvement recommendations. The findings reveal that artificial intelligence chatbots are frequently used for academic purposes, with students primarily using them for research assistance, assignment help and exam preparation. The students reported moderate to high satisfaction with chatbots, particularly regarding responsiveness, accuracy and adaptability. The benefits included time-saving, improved academic performance and 24/7 access to information. Concerns focused on access to technology, privacy and data security. The students also provided recommendations for enhancing chatbots, such as localisation, cultural sensitivity, affordability and security.

This study investigates the self-assessed digital skills and AI literacy of 412 engineering students in Hanoi City using surveys and interviews. The aim is to assess students’ confidence in their digital skills and AI literacy within the university environment. Survey results, analyzed through descriptive statistics and regression, reveal that students self-assess as confident in information and communication skills but less so in content creation skills. Although they have a good understanding of AI, their ability to apply AI in practice is limited. Correlation and regression analysis indicate a significant relationship between digital skills and AI literacy, with content creation skills and digital empathy skills having the most influence on AI literacy. Data from in-depth interviews with 12 students provide detailed insights into individual perspectives and experiences, further clarifying the current state of digital skills and AI literacy among students. The study emphasizes the importance of developing digital skills and AI literacy in the modern educational environment.

This study examines the multifaceted dimensions of artificial intelligence literacy among library and information science students across South Asia, focusing on socio-demographic variables such as country, level of study, gender identity and English-language competency. A survey of 914 participants from Bangladesh, India and Pakistan highlights notable disparities in artificial intelligence literacy levels, with Indian students excelling in conceptual understanding and ethical awareness, Bangladeshi students demonstrating practical artificial intelligence proficiency and Pakistani students showing heightened sensitivity to ethical concerns. The findings reveal that advanced levels of study correlate with greater artificial intelligence literacy, while language competency influences familiarity and understanding but not overall proficiency. While artificial intelligence tools are widely used for academic tasks like information searching, proofreading and article summarization, limited exposure to advanced applications and pervasive ethical concerns – such as academic integrity and plagiarism – underscore the need for targeted interventions in library and information science education. This research contributes to the global discourse on artificial intelligence literacy by providing empirical evidence to inform curriculum development, policymaking and professional readiness. It advocates for inclusive, ethical and regionally tailored artificial intelligence literacy programmes to prepare library and information science students for the demands of artificial-intelligence-driven library and information management services, enriching both local and international library and information science education frameworks.

This article explores the use of generative artificial intelligence in Latin American university libraries, discussing both its potential benefits and challenges. It emphasizes how generative artificial intelligence, which is capable of generating text, video, images, music, and code, is revolutionizing library operations by automating tasks and enhancing research and reference services. The research involved a literature review and interviews with library directors from six prominent universities, revealing varied levels of generative artificial intelligence adoption, from experimental to fully integrated within institutional frameworks. The challenges include staff resistance, training deficiencies, and technological constraints. The study is optimistic about the future of generative artificial intelligence in academic libraries, recommending ongoing training and clear policy development for its successful and ethical implementation. Major service providers like EBSCO, Clarivate, and Elsevier are also noted for their role in supporting this digital transition.

Public academic libraries are among the many organisations concerned about using artificial intelligence (AI) technologies. The study adopted a mixed methods research (MMR) approach using a concurrent research design to examine the use of AI innovations in public academic libraries. Thematic and descriptive statistical data analysis was used to analyse the data gathered from questionnaires, interviews and document content analysis. The findings revealed that public academic libraries in South Africa did not have clear strategies for adopting AI innovations. Consequently, AI was not widely used. Library management systems can support AI, but some must be upgraded. Librarians had excellent computer literacy, although many had not received AI training to broaden their expertise and awareness of this innovation. Results suggested that public academic libraries should create comprehensive AI adoption strategies responsive to AI trends. This study highlights the need for strategies that ensure AI technologies are utilized ethically, equitably, and with accountability. It also contributes to the literature on the use of AI in academic libraries. The results of this study may encourage public academic librarians to begin planning the incorporation of AI technology into their strategies.

Generative pre-trained transformers (GPTs) hold the promise of revolutionizing information access and user services. The purpose of this study is to examine the possible uses and applications of GPTs in academic libraries. One important objective is to investigate how GPTs can improve information access and user services within academic library environments. In this research, 10 information specialists from academic libraries in Oman were interviewed using a semi-structured interview design. The results highlighted an in-depth understanding of the underlying potential of GPTs in academic libraries and their challenges. GPTs can enhance users’ experience by facilitating an interactive user-based language information retrieval model. They can also support library technical operations. However, there are also challenges related to information quality and reliability, as well as ethical considerations mainly related to user data privacy and security. These insights, coming from information specialists, can contribute to advancing future integration frameworks that enforce the regulation, integration, and use of information.

Generative artificial intelligence (AI) applications, such as ChatGPT, Bard, Gemini, and Copilot, have revolutionized education, capturing the attention of faculty, administration, and students alike. Academic libraries have actively engaged in facilitating the use of AI technologies while addressing challenges like misinformation, academic integrity concerns, and ethical considerations. This study examines AI integration, education, and outreach in academic libraries across Europe, North America (Canada and USA), Sub-Saharan Africa, Latin America and the Caribbean. An environmental scan of 40 academic library websites from the Times Higher Education 10 highest-ranked libraries in each region was conducted. Results show that more than 50% of the libraries offered educational materials and 42.5% conducted educational activities, while only 12.5% included AI policies. The study results demonstrate that although many libraries have begun to integrate AI into their services, significant differences exist between regions in the Northern and Southern Hemispheres.

This study explores the intersection of traditional wisdom and modern technology, focusing on leveraging digital technology and artificial intelligence (AI) to safeguard and promote indigenous knowledge systems. Through the creation of digital repositories, interactive platforms, and AI-driven analysis tools, this approach aims to document, organize, and disseminate indigenous knowledge in diverse formats while respecting cultural protocols and intellectual property rights. A literature search strategy was adopted. This involves defining the scope of the study, including the specific aspects of indigenous knowledge, AI applications, and global economic investigation. The study used multiple databases (e.g. Scopus, web of Science, DOAJ, and Google Scholar) to gather relevant literature. The findings reveal that the integration of AI offers unique opportunities for language preservation, cultural revitalization, and sustainable development initiatives tailored to indigenous contexts.

Generative AI has seen rapid development and adoption in educational settings, presenting both benefits and challenges for universities. This paper examines the response of UK universities, particularly the Russell Group of research-led universities, in developing policies and guidance on the use of generative AI. The analysis covers the implementation of the Russell Group's principles across member institutions, addressing areas such as academic integrity, assessment practices, student use, and guidance for staff. It also explores the varying levels of policy development at non-Russell Group universities, finding that some institutions may struggle to find resources for this issue. The paper situates these institutional responses within theoretical frameworks, highlighting how generative AI has disrupted established practices in higher education. It concludes by emphasizing the need for ongoing collaboration, policy development, and responsiveness to student perspectives as universities navigate this technology.

The popularization of artificial intelligence (AI) represents a significant business opportunity for private actors developing tools and services aimed at research and higher education. Academic libraries are often at the receiving end of sales pitches for new tools and could benefit from guidance on how to assess them. Libraries’ assessment of tools is a valuable service to library stakeholders, many of whom may not have sufficient time, the necessary competencies or the inclination to explore the landscape of innovations promising to support their information needs and research endeavours. This article offers concrete guidance concerning what to consider when assessing whether to adopt, endorse and/or invest in innovative information and research tools that make use of AI. The main areas proposed for reflection concern (a) tool purpose, design and technical aspects; (b) information literacy, academic craftsmanship and integrity; (c) ethics and the political economy of AI.

The UK Health Security Agency’s Knowledge and Library Services established an artificial intelligence working group in 2022 to explore the potential applications of artificial intelligence of relevance to its function. This article describes the working group's initial approach to testing and evaluating artificial intelligence and machine-learning-assisted tools for information retrieval and evidence review processes. These include duplicate-reference removal, citation searching, title and abstract screening, full text screening, data extraction and critical appraisal. These exploratory tests have demonstrated varying degrees of potential for implementation, while also contributing to broader discussions on ethical considerations, copyright and licensing issues, the transparency of artificial intelligence methodology, and evidence integrity. Reflecting the exploratory nature of this work, the testing presented in this article focused on identifying potential opportunities and challenges rather than formal validation. This overview outlines the approach taken and insights gained from navigating the evolving artificial intelligence landscape and its potential implications for knowledge, library and evidence services within a public health organisation.

This study aimed to determine the role of artificial intelligence (AI) techniques in accessing manuscripts by critically evaluating the accuracy and completeness of the information provided by ChatGPT about Islamic manuscripts with the aim of identifying areas of strength and areas where improvement is needed in its performance as an information extraction tool. The manuscripts included in the study (23 Arabic manuscripts) were known and were identified by referring to a number of academicians specializing in Islamic manuscripts. The study used the ChatGPT-3.5 version, and one of its most important results is that the number of manuscripts that ChatGPT provided information about was 14 out of 23 (60.9%), while it did not provide information about nine manuscripts (39.1%). At the level of the descriptive or identifying data of the manuscript, ChatGPT provided four descriptive elements: the title of all 14 manuscripts (100%), the subject of 10 manuscripts (71.4%), the formal features of eight manuscripts (57.1%) and the author of six manuscripts (42.8%).

Since 30 November 2022, when OpenAI launched ChatGPT, generative artificial intelligence has emerged as a subject of growing prominence. Various academic divisions, including academic librarianship, are closely monitoring the potential impact of generative artificial intelligence on their respective futures. Esteemed librarian associations such as the Council on East Asian Libraries have actively utilized industry-wide conventions to foster scholarly conversations, discussions, and debates regarding the influence of generative artificial intelligence on librarianship. This project draws inspiration from such discourse and is conducted by four Chinese and East Asian studies librarians from four prestigious American universities. Based on extensive first-hand experiments, they conclude that amidst the opportunities and challenges presented by generative artificial intelligence, the specialized expertise and knowledge possessed by area studies specialists is increasingly significant in shaping its implications for their field.

This paper examines the impact of Whisper, an open-source AI automated speech recognition (ASR) software, on captioning work at Emory Libraries and the staff who conduct the work. Captions are essential for searchability, discoverability, and user accessibility; however, providing captions has typically been challenging due to the resources required. Whisper shows potential for enabling proactive captioning of digitized content but also raises questions about the impact of ASR-generated captions on the staff engaged in this and similar work. With data collected from a grant-funded captioning project and an ongoing oral history program, this paper examines this impact and observes that while Whisper reduces the most labor-intensive phase of captioning, this does not necessarily entail a reduction in staff time, due to changing demand and the ongoing need for human review in providing accurate, high-quality captions and transcripts. Whisper's overall impact may be on transforming human labor rather than replacing it.

The integration of artificial intelligence in libraries can have a wide impact on the evolution of information access and management. It allows both the streamlining of internal processes and the transformation of the way users interact with information resources, thereby enhancing effectiveness and operational efficiency while enriching the user experience. This article presents the experience of incorporating several artificial intelligence techniques in the Library of the National Congress of Chile and describes three initiatives: (1) publishing legislation as linked open data with Semantic Web technologies, combining machine-readable comprehension with high standards of interoperability; (2) maintaining the history of legislation via the automatic tagging of legislative documentation with natural language processing; and (3) predicting law approval based on the current political context using machine learning. The use of these technologies has allowed the library to offer a wide variety of knowledge management services, providing useful and timely information for parliamentary work as well as automated human-based repetitive tasks for the efficient use of public resources.

This study explores a practical case study of the development and implementation of an automated news alert system by integrating Google News, Google Sheets, and LibGuides to optimize the dissemination of curated news to users at the Jio Institute Digital Library, India. This system currently delivers news updates for 287 companies and is scalable to include more, according to institutional needs. The development process was simplified with the help of artificial intelligence tools such as ChatGPT, which enables library professionals with limited technical expertise to build advanced automation frameworks. The technical workflow and challenges faced are examined in this article. Additionally, this study underlines the transformative potential of artificial intelligence in modernizing library operations for an efficient future in library services. The study shares the meticulous deployment of open source as well as proprietary software; depicts the potential of scalable and cost-effective automation systems in modernizing libraries; and highlights the need for training programs to shape professionals to maximize the adoption of artificial intelligence in libraries.