Category Archives: General

Enhancing Academic Research with AI: Practical Applications and Tools

This post is authored by Lorraine Rose, a Faculty Librarian at Charles Sturt University, and draws on a Research Support Community Day presentation in 2024.

The world of academic research is evolving due to Artificial Intelligence (AI). No, AI isn’t here to replace researchers, librarians, databases, or systematic searching; rather, it’s becoming an incredibly powerful tool to help us work faster and smarter. Imagine having a research assistant that can sift through vast amounts of data, find the most relevant articles based on context, and even assist you in brainstorming new ideas – that’s the promise of AI tools in research. As librarians are already rockstars at literature searching, rockstars at literature searching, incorporating AI tools into our search processes, particularly in literature reviews, it becomes a natural extension of our skill set to incorporate AI tools in search processes, particularly in literature reviews.

How AI is Changing the Game

AI is transforming how we search for literature, from finding relevant articles to assisting in screening. We can create a toolkit of AI tools to enhance the research process, complementing our traditional database and grey literature search strategies. AI tools can be utilized during the:

  • Initial Scoping of the Literature and Brainstorming Research Questions: At the beginning of the research process, hours can be spent scrolling through databases to find relevant literature. Generative AI-powered tools like Elicit and SciSpace can grasp the context of your research by allowing you to input your research question (rather than relying on keyword searches), suggesting pertinent articles, and even identifying potential research questions you may not have considered. Additionally, they can quickly direct you to your field’s most influential papers and researchers.
  • Literature Reviews: AI tools can support various aspects of the literature review process. Initially, they assist in finding seminal (or seed) articles before developing search strategies. Then, after traditional database searching, they can aid in hand searching and citation tracking. Tools like Research Rabbit and Connected Papers can help search reference lists and enhance citation tracking.
  • Screening in Systematic Reviews: AI has already been integrated into applications like Covidence to improve screening processes, and other AI tools, such as ASReview and DistillerSR, are emerging to assist with screening.
  • Data Extraction, Writing, and Creating Presentations or Social Media Posts: AI tools have endless applications, and our challenge will be to keep up with them all and find the most appropriate, ethical, and reliable ones.

The Librarian’s Role in the AI Revolution

As librarians, we have a unique opportunity to guide researchers through this AI-driven landscape. This entails:

  • Becoming AI Savvy Ourselves: We need to understand how these tools function, along with their strengths, limitations, and potential biases. Gaining hands-on experience with these tools enables us to showcase practical examples. This also aids us in developing curated lists of AI tools for various scenarios. However, we must remember that this is an evolving field, and we will need to stay updated on developments and new tools continuously.
  • Educating Researchers: Offering workshops, creating online resources, and providing personalized guidance are all essential for helping researchers understand how to use AI tools effectively and competently. Through AI literacy, we can assist researchers in evaluating the reliability of various AI tools and ensure they use them ethically and responsibly.

Choosing and Using AI Tools Wisely

It’s important to remember that AI is a tool. Like any tool, it’s most effective when used correctly. Educating people about using AI tools will be vital to supporting AI in research.

  • Recognize the Limitations: Stay aware of the possible biases in AI algorithms and consistently critically assess the output from any AI-powered tool.
  • Data Quality Matters: The quality of the data used to train AI models and its source, particularly when the tool utilizes retrieval-augmented generation, directly affects the accuracy of the results.
  • Privacy Policies: Understanding how these relate to the data you provide and whether it will be reused.
  • Transparency is essential: When using AI in your research, be clear about the tools you used and how you utilized them.

The Future of Research

AI is not about replacing human ingenuity but empowering researchers with new tools and capabilities. By understanding and strategically implementing AI tools, researchers can enhance efficiency, uncover new insights, and expand the boundaries of academic exploration. AI tools serve as sophisticated research companions that complement human expertise and creativity. Librarians play a crucial role in guiding researchers through the AI landscape.

Charles Sturt University Library has created an open educational resource on employing AI tools in academic environments, offering valuable guidance for students and researchers titled “Using AI Tools at University.”

What AI tools do you recommend to your researchers? How are you ensuring that researchers use these tools ethically and responsibly?

The Necessity of AI Literacy in Academic Libraries in Bangladesh

The Necessity of AI Literacy in Academic Libraries in Bangladesh

This post is written by Shaharima Parvin, a Senior Assistant Librarian at East West University, Dhaka, Bangladesh.

The current global adoption of artificial intelligence (AI) is driving digital transformation at contemporary levels. According to UNESCO, the rapid iterations and proliferation of AI across all aspects of life and sectors pose new challenges regarding the nature of machine intelligence, the collection and use of personal data, the roles of humans and machines in decision-making, and the impact of AI on social and environmental sustainability. Education systems must prepare students not only with the knowledge and skills to use AI but also with insights into the potential impact of technology on societies and the environment at large. UNESCO has developed an AI competency framework for students, which aims to assist educators in effectively integrating AI education, outlining 12 competencies across four dimensions: Human-centred mindset, Ethics of AI, AI techniques and applications, and AI system design. These competencies span three progression levels: Understand, Apply, and Create.

Bangladesh has established the National Artificial Intelligence Policy 2024 to address the social, legal, and ethical challenges posed by AI. This policy serves as a guideline for the governance, utilisation, and application of AI across various sectors in the country. Key concerns outlined include education, public service, health, transport, telecommunications, the environment, finance, manufacturing, and agriculture. Bangladesh can enhance investment in AI technologies and improve digital literacy education, ensuring that both teachers and students acquire essential skills for the digital world, thereby narrowing the knowledge divide. This AI policy specifies several measures for the AI Implementation Plan for Academia, such as integrating AI into the academic curriculum and developing specialised programmes that explore the ethical, legal, and socio-economic implications, establishing AI laboratories in universities, organising AI seminars and workshops, and creating an AI research and training centre under the supervision of the University Grants Commission (UGC).

Image credit: Shaharima Parvin via Flickr

The Asian Development Bank (ADB) released a report titled “Artificial Intelligence for Education in Bangladesh: Insights from the First Small Scale AI Needs Assessment and Training for Primary Education Teachers” last year. The report discusses the scope and future of AI in primary education in Bangladesh, based on an online survey and a training course for primary school teachers, government officials, and educationalists. Despite a willingness to embrace AI, teachers expressed caution about utilising it for tasks that involve human interaction, such as communicating with parents and engaging with students. Training in AI significantly boosted teachers’ confidence and fostered more positive attitudes towards AI. Those who participated in the training exhibited a greater readiness to incorporate AI into their teaching, emphasising the need for continued skill development and support for effective AI implementation.

According to the 2023 Sample Vital Registration System report collected from the Bangladeshi Bureau of Statistics, the general literacy rate is approximately 75.5% in rural areas and 85.4% in urban areas, with an overall literacy rate of 77.9% for people aged 7 and older. This opens great opportunities for libraries to effectively promote literacy in  Bangladesh. Librarians, as mediators of knowledge, play a crucial role in teaching the academic community about AI literacy. However, the question remains: Do librarians themselves possess the necessary AI competencies?

AI literacy is becoming increasingly essential for librarians as they navigate the integration of AI technologies within library services. This literacy encompasses an understanding of AI tools, their applications, and the ethical implications of their use. Long and Magerko define AI literacy as “a set of competencies that enables individuals to critically evaluate AI technologies, communicate and collaborate effectively with AI, and use AI as a tool online, at home, and in the workplace.” They regard this literacy as comprising 17 skills and as an operational definition. AI literacy is related to other literacies, such as digital, data, and computational literacy. The relationships may be mutually dependent yet exclusive. For instance, AI literacy requires users to possess a basic understanding of how to operate computers to comprehend AI. Thus, digital literacy, which entails using computers to complete a task, is a prerequisite for AI literacy.

A growth mindset, adaptability, capacity development, and collaboration with various stakeholders are essential for initiating AI literacy within the academic community. Collaborative efforts are required to identify gaps in existing digital literacy sessions and incorporate AI literacy into these programmes. By gathering insights from diverse stakeholders, academic librarians can ascertain the specific AI skills and knowledge that are lacking among users and develop more targeted training programmes. Creating culturally relevant AI resources tailored to the Bangladeshi context is also vital for ensuring that AI initiatives are inclusive and pertinent. To advance AI literacy in the academic community, librarians must be innovative and think outside the box. By embracing innovation and collaboration, libraries can empower Bangladesh’s academic community to adeptly navigate the dynamic and evolving landscape of AI.

Reference:

Long, D., & Magerko, B. (2020). What is ai literacy? Competencies and design considerations. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3313831.3376727

 

Introducing the Open Access Toolkit for Aotearoa New Zealand Researchers

 

This post is by  Berit Anderson, OA Toolkit Project Lead, Ngā Ratonga Manaaki Rangahau | Research Services, Waipapa Taumata Rau | University of Auckland

Globally, openly accessible research is growing exponentially. However, Aotearoa, New Zealand’s open access rate, has increased slower than the world’s. In 2023, Te Pōkai Tara (Universities New Zealand) released the Pan-University Statement on Open Access, committing to drive and support open access across the university sector. Their goal is to elevate the national percentage of open research to 70% by 2025.

To support this initiative, the Council of Aotearoa New Zealand University Librarians (CONZUL) sponsored a project to create a resource that guides New Zealand’s researchers through the open-access publishing process. To ensure nationwide relevance, ten librarians from Aotearoa New Zealand’s eight universities formed a project team to develop the Open Access Toolkit for Aotearoa New Zealand Researchers. The toolkit is organised into five stages of publishing, which are familiar to all researchers:

  • Planning your research
  • Selecting a journal
  • Submitting your manuscript
  • On acceptance
  • After publication

The Open Access Toolkit (click to enlarge)

The project team worked collaboratively and remotely to co-design and produce the OA Toolkit from March 2023 until its official launch in February 2024. The toolkit is hosted by Open Access Australasia and is reviewed twice a year for accuracy. It comprises two key resources:

  1. A ready-to-use, institution-neutral version (PDF) that any researcher can download and share, along with an accessible alternative in Word format and
  2. We offer Free Canva and Word templates that any institution can adapt and modify to promote its specific policies, resources, and support teams.

Originally designed in a New Zealand context, this free Canva template is easily customisable and adaptable to other countries’ unique academic environments publishing. For excellent examples of how others have modified the original template, please refer to the OA Toolkits from Charles Sturt University and Waikato University. The toolkit is available for free and open reuse under a CC BY-SA licence. We hope you find this resource relevant and valuable—adapt!

Attending the IFLA Information Futures Summit 2024: A Grant Winner’s Experience

This is the third and last post in a series tracking the experiences of the ARL grant recipients who attended the Brisbane summit.

Adi Ela Radini Davuilevu, a library information assistant at Fiji National University, generously contributed to this post.

I had the privilege of attending the IFLA Information Futures Summit 2024, held in Brisbane from September 30 to October 3, as a grant winner sponsored by Sage. This summit provided a valuable platform for library and information science (LIS) professionals to explore emerging trends, share insights, and discuss the future of information services globally.

Among the diverse sessions and discussions, Ms. Gina De Alwis led one of the most impactful presentations I attended. Her session delved into the status of Continuing Professional Development (CPD) offerings for LIS employees in selected Asian countries. Through her detailed analysis, Ms De Alwis shared five significant findings, shedding light on progress and ongoing challenges in LIS professional development.

One particularly concerning finding was the limited CPD programming across many regions. Numerous programs were repeated, leaving gaps in innovative learning opportunities for professionals. The absence of structured LIS curricula further compounded the issue, making it difficult for employees to advance their skills or stay updated with evolving industry demands. Ms. De Alwis also identified several critical barriers to CPD success, including a general lack of interest among employees, mainly due to limited opportunities for career progression.

This session underscored the need for a more proactive approach to developing diverse, forward-thinking CPD initiatives to meet the aspirations of LIS professionals. As a grant winner, this experience has inspired me to advocate for improved CPD structures within my network, aiming to foster a more robust culture of continuous learning and advancement in the LIS field.

The memorable experiences at the IFLA Information Futures Summit in Brisbane, Queensland, Australia were significant

 This post is the second in a series of three that track the experiences of the beneficiaries of the ARL grants to attend the Brisbane summit.

This post is generously contributed by Pham Ba Toan, Vietnam National University, University of Science.

 Attending the IFLA Information Futures Summit in Brisbane, Australia, for the first time, with sponsorship from SAGE and the IFLA ARL Section, was a memorable experience that brought many emotions. I was surprised and excited to find out I had been selected to attend this event. IFLA is one of the largest forums in the field of libraries and information, attracting top experts from around the world.

        

Figure 1: Thank you for the participant grant supported by the IFLA ARL Section and SAGE Publisher

Before the Opening day, I was invited to the IFLA Asia & Oceania Division with all IFLA Asia & Oceania Committee members. Mainly, I had a photograph with Gulcin Cribb and Jayshree Mamtora. It is a beautiful time to listen to the practices of colleagues in the IFLA Asia and Oceania Division and the plans people will prepare and organise next year.

In the Opening Session, I was amazed by the cultural performance of a Native Australian girl with her native song and Tyto alba or barn owl symbolic cloth, which is preserved and protected by many descendants. “AI and the Rise of the Digital Minions”, presented by Marek Kowalkiewicz, attracted and affected my work. The AI detection features are incredibly beneficial and practical in the AI rise era based on the Knowledge Creation Map. When applying this, I can recognise AI and understand AI nutrition, which is mentioned in his presentation.

Figure 2: The meaning of Tyto Alba and her Native Culture Preservation Effort story

 

Figure 3: AI Detections and Nutrition Facts

As “Stronger Together”, after each session or summit day, I often had a chance to meet many multicultural friends and chat with them on topics and social life. I met and connected with friends in Oceania nations, including Nelly, Nina, and Lonneth from Vanuatu, Fiji, Miraneta and Ane from Samoa, Kim from New Zealand, and Benzamine from Papua New Guinea. Also, I received a gift for incorporation on information literacy research from Katia, Associate Dean of Research & Assessment and Professor at Georgia Southern University,

Figure 4: International friends met and connected at the IFLA Information Futures Summit

Exploring the Library tour, in my opinion, is one of the best experiences, besides IFLA Summit sessions and IFLA colleagues. I visited three kinds of libraries in Brisbane and GoldCoast, Australia. Exploring with Benzamine, the State Library of Queensland, and the University of Queensland Library is a fantastic tour with the service and technological advancement supporting patrons in reading, learning and researching. Mainly, I was surprised by a Laptop borrowing system in the UQ library where students could exchange or store their laptops and the Edge space where patrons can use 3D printing, laser cutting machines and others such as Makerspace. Otherwise, I travelled to Broadbeach Library, where the community can learn and amuse with many kinds of titles such as literature, sci-fi, etc.

 

Figure 5: Some of the photos on the Library exploration tour

Figure 6: A dinner with library colleagues after the IFLA Information Futures Summit

As a young librarian, I participated in the IFLA Information Futures Summit and gained valuable insights into the significance of artificial intelligence and technological advancements. I realised that connection, collaboration, and community development are emerging as essential trends and missions for libraries of all types. This is particularly relevant to my current role, where I focus on engaging with students, collaborating with student clubs, and preparing training courses. I am grateful for the opportunities to explore, learn, and connect with fellow library colleagues.

My Experience at the IFLA Information Futures Summit 2024

This post is by Ane Ah Poe, one of the beneficiaries of the ARL grant to attend the IFLA Information Futures Summit 2024 in Brisbane, Australia.

Attending this three-day Summit conference with more than 700 participants and 70 nationalities can be an overwhelming experience, exhilarating and enlightening at the same time. This experience not only expanded my knowledge but also taught me more and more about the crucial role of libraries in all countries. This also provided some invaluable networking opportunities and lessons along the way. I am beyond grateful to have received the ARL Grant, which allowed me to attend and learn more about the importance of our roles and responsibilities in amplifying and advocating for our libraries.

This invaluable experience has been thought-provoking and opened worldwide access to challenges and solutions. The vibrant venue and the beautiful people have charged the atmosphere with energy to the point of people engaging in animated discussions and catch-ups. The organisers have done a marvellous job organising this summit, from the well-designed venue, spacious halls and breakout rooms for presentations to the exhibition booths for gathering and collecting more information and resources. As I navigated around each fruitful session, I felt excitement and trepidation as each panel member brought a unique perspective, sharing innovative ways and insights drawn from their experiences and expertise.

All keynote speeches were profoundly highlighted at the conference. Each speaker shares their views and thoughts on moving forward with the modern use of technology, especially AI. We cultivate and captivate the ethical implications of AI in our everyday life. This sparked a thought: as our developed countries are racing and generating AI, I wonder if our Pacific islands are also keeping up with this.

The IFLA strategy should be a great framework and a guideline for your work in your country. This can inspire more library associations to work together for a better future today or tomorrow. The trendsetter can navigate your workspace and create objectives to guide and transform your roles into a more active and generative opportunity to promote and advocate for your libraries.

But beyond the sessions, this Summit provided me with ample networking opportunities. I always find good conversations with people during coffee breaks and meals, engaging with our dear participants from various backgrounds and industries where we share our workspace, experiences, aspirations and challenges. Connections were forged with some professionals whose work I admired, and I learned about their journeys, gaining insights that could apply to my career. There were friendships made in these short periods, and contact details were exchanged to keep in contact and work together.

As the conference ended, I reflected on multiple information and insights I gained. As I head home, I know the renewed sense of purpose inspired me to implement what I learned from this Summit. The connections felt meaningful, and I look forward to nurturing these relationships in the future.

Lastly, my attendance at this Summit was more than just an opportunity to learn and network. It was a transformative experience that ignited a passion for my workspace. I return home with new knowledge and a network of inspiring individuals with the same enthusiasm for innovations and amplifying our libraries. Conferences like this remind us of the power of working together. Collaborating, forging partnerships, building trust, and continuous learning in an ever-evolving platform for our communities and within our libraries. Our theme for this Summit is “Stronger Together!”

IFLA’s Academic and Research Libraries (ARL) Standing Committee hosted its annual Hot Topics session on August 13, 2024.

This post is by Lorraine J. Haricombe, who managed the Hot Topics program of the IFLA ARL Committee.

IFLA’s Academic and Research Libraries (ARL) Standing Committee hosted its annual Hot Topics session on August 13, 2024.The Hot Topics event is ARL’s signature event that attracts significant interest from WLIC attendees every year.  In the absence of WLIC in 2024, ARL hosted its Hot Topics session as an online webinar to accommodate a global audienceon zoom.

This year’s theme focused on Current & Future Literacies: Libraries Leading Literacy Development” with three speakers addressing three specific topics including: AI in LIS education; Advancing Biblio-Equity: Digital Preservation and Diversity, Equity and Inclusion in a Post-Covid-19 World; and The Role of The Chinese University of Hong Kong Library in Global Transitions with a focus on advancing digital literacy.  Our three speakers represented different global regions including Uganda, the UK and Hong Kong.  Each speaker presented an eight-minute lightning talk via zoom to an online audience followed by a Q and A session where lively discussion ensued including comments in the chat box.  The three presentations and slides are listed below.

Presentation 1: AI in LIS Education in Uganda: A Response Strategy by Dr. Sarah Kaddu, Dean, East Africa School of Library and Information Science, here.

Presentation 2: Advancing Biblio-Equity: Digital Preservation and Diversity, Equity, and Inclusion in a Post-COVID-19 World by Alicia Wise, Executive Director of the CLOCKSS Archive, here.

Presentation 3: Advancing Literacy in the Digital Age: The Role of the Chinese University of Hong Kong Library in Global Transitions by Lily Y. Ko. Head, Research & Learning Support, The Chinese University of Hong Kong Library, here.

This structure of the session mimicked the format we typically use in the in-person sessions at WLIC where the audience is seated in a large room at round tables and where they listen to lightning talks by three speakers for the first half of the hour-long session.  After the presentations, each speaker picks a table to engage in Q and A with those interested in their topic for the last half hour of the session.

As the team lead for ARL’s annual Hot Topics session, I would like to share my observations of the different experiences I have observed when the session was held in-person and online.

The annual in-person Hot Topics sessions at WLIC usually attract strong interest and offer lively and fluid conversations at round tables where the audience can engage directly with presenters. In-person sessions offer the audience the flexibility of walking around from table to table that facilitate collaborative brainstorming and different points of view and where creative solutions can be shared. They can also build positive relationships with other colleagues from different global regions. The round table structure is intentional to ensure equity and inclusion of all voices in the room. The impact of these interactions cannot be overstated as colleagues learn from and directly share their stories with others. People often stay and mingle or continue discussions long after the round table discussions have ended. At our last in person session in Rotterdam in August 2023 the Hot Topics session attracted more than 365 individuals in a large room with standing room only.  Despite the lack of round tables in that room on that day, attendees formed circles of small groups and continued their discussion long after the session ended. If the topic is of interest (and hot!), they are more likely to attend sessions when they are onsite. Simply put, those who invest in travel time and costs to attend WLIC are there to listen, learn, engage and network with others.  The downside of in-person meetings is that only a small percentage of librarians globally attend WLIC while the larger professional community is left out.  Social media and recordings of the presentations have been helpful to ameliorate this challenge. Hot Topics session recordings are usually available on YouTube soon after the IFLA WLIC meeting. See: YouTube: here

In the absence of WLIC in 2024, ARL-SC offered its annual Hot Topics session in the form of a zoom webinar.  While the webinar was free it required registration and more than 200 people registered.  One of the challenges with a global zoom webinar is to determine the best date and time for the event. Even with a firm date, the time will never suit all those who may be interested. Despite more than 200 registrants for the event the size of the online audience varied between 65-67 during the one-hour session which was held on August 13 at 12h00-13h00 (GMT). The zoom session provided an equal opportunity for many more professionals to attend the presentations, at no cost or time to travel to a specific destination. However, challenges with online connectivity, environmental distractions, conflicts, or the time of the session (day or night) are all solid reasons why more people did not or could not participate in the onlinewebinar.

ARL was among the first groups to use IFLA’s new zoom platform. Thanks to IFLA staff we received excellent training and support to manage the new platform for an effective, engaging and seamless webinar experience.  The new platform allowed us to promote the speakers before the event including a brief bio and crisp images for each. A nice feature of IFLA’s new platform allowed speakers to gather backstage to check in and to discuss protocols before going “on stage.” Similarly, they could “exit” the stage to return backstage.  Those who were backstage could hear all the presentations and make comments without being seen or heard.  One drawback of the experience was that presenters could not see the audience and all questions during the Q and A session were directed to speakers via chat.Unlike the in-person sessions, the zoom session was scheduled for one hour and left no flexibility for further discussion. We did not follow up with registrants or participants for their feedback,a feature that will be helpful to understand how to improve the online experience for future online sessions.

Pros and cons abound for online vs in-person meetings.  While I have listed more advantages for in person Hot Topics sessions than for the online zoom session, I am not promoting one over the other. Online sessions should not be ruled out, rather, we should try to maximize the accessibility and participation of in-person and online sessions and work to strike the right balance between in person and online meetings.