New Voices RGU Student Series 2025 – Jasim Alhayki

Category: Blog, RGU Student Series 2025

In the 2025 New Voices Student Series, the CILIPS Students & New Professionals Community will be sharing the views of Robert Gordon University students from the MSc in Information and Library Studies.

With special thanks to Dr Konstantina Martzoukou, Teaching Excellence Fellow and Associate Professor, for organising these thought-provoking contributions.

Today’s blog post author is Jasim Alhayki, a library and information studies professional with expertise in integrating technology and innovative services into modern library systems.

GenAI and Higher Education Libraries: Redefining the Librarian’s Role

Generative Artificial Intelligence (GenAI) tools such as Gemini and ChatGPT have dramatically transformed the process of information seeking, searching, and retrieval in recent years, particularly in fields requiring accuracy and evidence-based resources like higher education. GenAI tools understand natural language queries and deliver contextually relevant results, allowing students and researchers to access information efficiently (Adigun & Igboechesi, 2024).

Figure 1. Children interacting with an AI hologram in a library.

For example, Xiaotu, an AI-powered virtual assistant, is used in Tsinghua University Library to interact with users through social media and provide real-time reference services and personalised recommendations. This demonstrates how AI facilitates user engagement and streamlines information retrieval functions (Yao et al., 2015). Additionally, GenAI analyses user behaviour to refine information delivery with personalised recommendations and learning materials that support diverse learning styles (Bahroun et al., 2023). These developments align with frameworks like the Technology Acceptance Model (TAM), highlighting perceived usefulness and ease of use as key drivers of technology adoption. Beyond TAM, the International Federation of Library Associations and Institutions (IFLA) provides guidelines for integrating GenAI into library practices, emphasising ethical considerations, user-centred services, and lifelong learning to support GenAI (IFLA, 2020).

The rise of GenAI demands new skills and adaptations among information professionals, who must master AI, data literacy, and prompt engineering to interact effectively with GenAI models (Appleton, 2024). They also critically evaluate AI-generated content for accuracy, relevance, and ethics, ensuring transparency and identifying biases (Lo, 2024). Understanding data privacy and ethical considerations is crucial, particularly regarding academic integrity and managing sensitive research data (Batista et al., 2024). While foundational skills like information literacy remain relevant, they must evolve to address GenAI’s unique challenges. Acquiring technical and evaluative skills is vital for effective engagement in AI-enhanced library environments.

GenAI significantly impacts library practices, from traditional keyword searches to conversational and semantic search techniques. To encourage adoption, libraries can offer hands-on workshops, explain AI processes clearly, and develop feedback mechanisms for user confidence (Hegde & Ayare, 2024). Libraries now incorporate prompt engineering basics into training, guiding users in framing questions for accurate AI-generated information. Training also includes refining prompts to avoid misleading results. Additionally, libraries emphasise academic integrity, teaching proper citation of AI-generated material and addressing intellectual property issues (Lo, 2024). As GenAI can produce misleading information, libraries focus on building users’ critical evaluation skills to discern trustworthy sources and identify misinformation. Ethical responsibilities regarding content reliability remain central. Continuous training equips librarians to navigate GenAI’s complexities and support users effectively (Appleton, 2024).

Consider a student using a GenAI tool to draft a literature review. A librarian helps the student assess the content’s trustworthiness, relevance, and academic quality. This collaboration reflects the evolving role of librarians as guides in AI-enhanced research. Information professionals are crucial in navigating this GenAI-driven landscape, teaching users to craft effective queries and understand contextual AI responses (Gonzalez et al., 2024). As prompt engineering becomes essential, librarians train users to refine prompts for accurate AI outputs. They also guide users in verifying AI responses with credible sources, especially in health and academic research. Professionals advocate for ethical GenAI use, addressing data privacy and reliability concerns (Batista et al., 2024). GenAI’s prominence in digital literacy necessitates continuous updates to library training programs, ensuring users navigate AI-generated content responsibly (Appleton, 2024). Through ongoing learning, librarians remain effective in supporting users as GenAI evolves.

Higher education libraries must take the initiative to embrace GenAI technologies. Their success is crucial in advancing digital literacy, ethical AI use, and accessibility to information. Investing in staff training and developing education programs enables libraries to manage the complexities of AI-driven information landscapes. GenAI is reshaping higher education libraries, requiring information professionals to adopt new skills, update practices, and expand their role as digital literacy guides. Libraries play a pivotal role in a rapidly evolving digital world by teaching prompt engineering, promoting ethical standards, and ensuring reliable information retrieval. Embracing these changes ensures libraries remain vital in delivering trusted information and empowering users to navigate AI-enhanced resources responsibly.

References

Adigun, T.A. and Igboechesi, G.P. (2024) ‘Exploring the role of generative artificial intelligence in enhancing information retrieval and knowledge discovery in academic libraries’, International Journal of Library and Information Science Studies, 10(2), pp. 1–14. Available at: https://doi.org/10.37745/ijliss.15/vol10n2114 (Accessed: 8 November 2024).

Appleton, L. (2024) ‘AI and academic libraries: what’s all the fuss about?’, New Review of Academic Librarianship, 30(1), pp. 1–3. Available at: https://doi.org/10.1080/13614533.2024.2356474 (Accessed: 9 November 2024).

Bahroun, Z., Anane, C., Ahmed, V. and Zacca, A. (2023) ‘Transforming education: a comprehensive review of generative artificial intelligence in educational settings through bibliometric and content analysis’, Sustainability, 15(17), p. 12983. Available at: https://doi.org/10.3390/su151712983 (Accessed: 8 November 2024).

Batista, J., Mesquita, A. and Carnaz, G. (2024) ‘Generative AI and higher education: trends, challenges, and future directions from a systematic literature review’, Information, 15(11), p. 676. Available at: https://doi.org/10.3390/info15110676 (Accessed: 10 November 2024).

ChatGPT (2024) Children interacting with an AI hologram in a futuristic library [Digital art]. Created for Jasim Alhayki, 8 November.

ChatGPT (2024) Robots and an AI hologram in a modern library setting [Digital art]. Created for Jasim Alhayki, 9 November.

Gonzalez, L., O’Neil-Gonzalez, K., Eberhardt-Alstot, M., McGarry, M. and Van Tyne, G. (2024) ‘Leveraging generative AI for inclusive excellence in higher education’, EDUCAUSE Review. Available at: https://er.educause.edu/articles/2024/8/leveraging-generative-ai-for-inclusive-excellence-in-higher-education (Accessed: 10 November 2024).

Hegde, U. and Ayare, T. (2024) ‘Strategies to overcome GenAI adoption challenges in the enterprise’, USEReady. Available at: https://www.useready.com/thought-leadership/strategies-to-overcome-genai-adoption-challenges-in-the-enterprise (Accessed: 10 November 2024).

IFLA (2020) ‘IFLA statement on libraries and artificial intelligence’, International Federation of Library Associations and Institutions. Available at: https://www.ifla.org/files/assets/faife/ifla_statement_on_libraries_and_artificial_intelligence.pdf (Accessed: 9 November 2024).

Lo, L.S. (2024) ‘Evaluating AI literacy in academic libraries: a survey study with a focus on U.S. employees’, College & Research Libraries, 85(5), pp. 635–668. Available at: https://crl.acrl.org/index.php/crl/article/view/26409/34344 (Accessed: 9 November 2024).

Yao, F., Zhang, C. and Chen, W. (2015) ‘Smart talking robot Xiaotu: participatory library service based on artificial intelligence’, Library Hi Tech, 33(2), pp. 245–260. Available at: https://www.researchgate.net/publication/277728288_Smart_talking_robot_Xiaotu_Participatory_library_service_based_on_artificial_intelligence (Accessed: 8 November 2024).