{"id":2044,"date":"2023-05-14T14:12:33","date_gmt":"2023-05-14T18:12:33","guid":{"rendered":"https:\/\/blogs.ifla.org\/cpdwl\/?p=2044"},"modified":"2023-05-14T14:16:45","modified_gmt":"2023-05-14T18:16:45","slug":"chatgpt-in-libraries-a-discussion","status":"publish","type":"post","link":"https:\/\/blogs.ifla.org\/cpdwl\/2023\/05\/14\/chatgpt-in-libraries-a-discussion\/","title":{"rendered":"ChatGPT in Libraries? A Discussion"},"content":{"rendered":"

ChatGPT and other generative artificial intelligence tools have come up a lot in the news and libraries have been focusing on its impact. In this blog post, we feature 4 librarians to talk about their thoughts on ChatGPT, generative AI tools, and what they are seeing from a global perspective. Here are our responders from CPDWL Standing Committee and one special guest:<\/span><\/p>\n

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Dr. Almuth Gastinger, Senior Academic Librarian, Norwegian University of Science and Technology (NTNU) in Norway and CPDWL Secretary 2021-2023.<\/p><\/div>\n

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Rajen Munoo, Head, Learning Services & Research Librarian, College of Integrative Studies, Li Ka Shing Library, Singapore Management University (Singapore) and CPDWL Standing Committee Member 2019-2023.<\/p><\/div>\n

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Dr. Leo S. Lo, Dean and Professor of the College of University Libraries and Learning Services (CULLS), University of New Mexico (United States).<\/p><\/div>\n

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Dr. Ray Pun, Academic and Research Librarian, Alder Graduate School of Education, (United States), CPDWL Standing Committee Member 2019-2023.<\/p><\/div>\n

Question 1: How is ChatGPT and other generative artificial intelligence tools impacting you, your workplace, libraries, institutions, or country?<\/strong><\/h2>\n

Almuth:<\/strong> I myself have no experience with ChatGPT or any other AI tool. But colleagues in Norwegian libraries are discussing that topic, of course. At the end of April we had a seminar with \u201cLibraries\u2019 Network for PhD support\u201d in Norway ((mainly academic librarians) where we had several presentations and discussions about ChatGPT and KI tools. Before that seminar some colleagues did a little survey and the results were interesting. Among others, 23% of the respondents (57) have never got any question about KI tools while about 50% have got questions from either researchers or library colleagues. About 35% have even taught a KI tool (i.e. ChatGPT, Keenious, Transkribus, Elicit). However, almost 70% answered that they know AI tools only a little bit, while 23% said they have quite good knowledge.\u00a0<\/span><\/p>\n

A few weeks ago there was a discussion on our library listserv about students wanting to borrow books that do not exist. They had got tips for these books from ChatGPT, but have not checked whether they really existed.\u00a0\u00a0<\/span>At the University of Bergen Library a working group called \u201cArtificial intelligence for the support of teaching\u201d was established that organises various events and offers lectures.\u00a0<\/span>The topic of KI is also discussed in library blogs and library magazines.\u00a0<\/span>At the university level the discussion is focusing on what to do regarding assignments and exams. That is mainly going on between the university administration and teachers\/professors. Today (10 May) the university decided that it is not allowed to use ChatGPT during an exam.<\/span><\/p>\n

Rajen:<\/strong> With the buzz in the air, everyone is chatting about ChatGPT within the university and professionally amongst colleagues in Singapore. I have been educating myself on this fast moving application and compendium of evolving generative AI tools by attending talks and seminars. Whilst we are threading pieces of comments, opinions and reactions, personally I have been looking for some teachable moments to advocate the role of librarians in information and digital literacy and imparting critical thinking.\u00a0<\/span><\/p>\n

As a fast mover, Singapore Management University (SMU) sent out a early communique to the Faculty providing more information about this trending topic and followed up with a proposed framework noting that the university recoginises the need to embrace the fast moving and evolving nature of the technology in teaching and learning whilst at the same time being alert to misuse and safeguard academic integrity and standards of academic rigour. They further noted that we are preparing students for the world of work where AI and digital transformation is becoming more pervasive. A whole-of-university approach has been adopted as noted from the stakeholder initiatives below:<\/span><\/p>\n

The Centre for Teaching Excellence began a series of webinars for Faculty and the SMU educator community such as <\/span>Let’s Chat!: Rethinking assessment design and detection tools in the age of AI-driven chatbots <\/span><\/i>and <\/span>Let’s Chat Together: Innovating Teaching in the Age of AI Tools.\u00a0\u00a0<\/span><\/i>They also curated resources for self-directed learning: <\/span>https:\/\/cte.smu.edu.sg\/resources\/use-of-AI-tools<\/span><\/a> I have attended them and found them insightful especially around discussions on plagiarism detection and assessment design.\u00a0<\/span>The Student Success Centre is leading the development of a learning object for students on the effective use of AI. The objectives of this course will be to:<\/span><\/p>\n