The activities of libraries rely heavily on paper production from acquisition to facilities upkeep which has hazardous effect on the environment. This study used Literature review to discover ways libraries can adopt nature-friendly practices in library operations. This study explored environmental effect of libraries, provided ways libraries can adopt green practices from library facilities to library practices, also discussed green library initiatives in Nigeria. The benefits of green libraries practices are enormous as it reduces environmental impact, saves cost, enhance users’ experience, and enhances library reputation etc. Despite the enormous benefit of library “going green”, there are challenges that hamper implementation of green library practices such as budget constraints, resistance to change and absence of green library policy. Thus, the study recommended developing a green library policy and securing funding.
Libraries has transformed from just been custodian of knowledge to evolving information landscape. This study sought to discover the changing faces of libraries with emphasis on issues and serendipities. The study explored the prevalent issues faced by modern day libraries like fund constraints, technological advancement, ever changing patrons’ needs and copyright and intellectual property issues. The study also discussed the Evolution and innovations in libraries from leveraging technology for service delivery to enhancing access to information (open access initiatives, collaboration/partnership, information literacy programs, community engagement, equity & inclusion and multilingual resources) to enhancing users’ experiences (library space and design, personalized-service, user-centric design & service and mobile application). This study also further discussed future trends in libraries stating how technologies such as AI & Machine learning, Virtual reality and augmented reality, sustainable practices, user-focus services, reimagined physical space will further transform the role and face of both libraries and librarians. The study concluded that library and the role of librarians will continually evolve and persist as invaluable resources for communities worldwide.
The United Nations Sustainable Development Goals (SDGs) provide a universal framework for addressing global economic, social, and environmental challenges. Recognizing the centrality of access to information in achieving these goals, the International Federation of Library Associations and Institutions (IFLA) has advocated for the critical roles of libraries and information services in the actualization of this developmental agenda. The paper theoretically x-ray how SDGs can be actualized through information services, and what this implies for library and information science professionals. The paper adopted a conceptual research methodology based on the analysis of current literature and policy documents. In order synthesize knowledge on information services for sustainable development, the article focuses on secondary sources rather than primary sources. The paper explored how information services across various dimensions address sustainable development. The discussion highlights the multifaceted contributions of information services to sustainable development across social, economic, and environmental domains. It also examines the factors that determine to the extent to which information services can contribute to the realization of sustainable development. The paper concluded that information services are vital to the actualization of SDGs across multiple dimensions and dynamics. However, the effectiveness of libraries and information professionals in advancing sustainable development through information services delivery depends on addressing critical determining factors.
The invention of artificial intelligence (AI) has transformed learning, causing the emergence of different learning patterns which blended learning is part of. This underscores why this study explores undergraduates’ perceptions and anxieties on AI integration into blended learning. The population of this study is 1523 undergraduates of Kwara State University, Malete, Nigeria. Krejcie and Morgan Table was used to select 371 respondents who are chosen randomly. A self-developed questionnaire was used for data collection. The Cronbach Alpha reliability of the questionnaire was 0.72. Data collected was downloaded in csv format and analysed with SPSS, using frequencies, percentages and mean ( X ̅). Findings revealed that the respondents are apprehensive because the use of AI for learning will cause changes in teaching ( X ̅ = 2.94), lack of control on the use of AI for learning ( X ̅ = 2.85) and use of AI for learning will cause overdependence on it ( X ̅ = 2.80). Furthermore, the respondents perceived that AI is powerful for solving complex learning problems ( X ̅ = 334), enable learning solutions ( X ̅ = 3.34), enhance learning outcomes ( X ̅ = 3.32), personalise learning experience ( X ̅ = 3.32), strengthen digital literacy skills ( X ̅ = 3.27) and make learning efficient ( X ̅ = 3.25). Moreso, AI makes the respondents learn remotely ( X ̅ = 3.37), creates flexible pathways for learning ( X ̅ = 3.30) and allows access to information about their courses ( X ̅ = 3.26). However, poor Internet bandwidth ( X ̅ = 3.40), inadequate funding of the university to acquire AI infrastructure needed for blended learning ( X ̅ = 3.06), lecturers resisted using AI for learning enhancement ( X ̅ = 2.85) and doubt of the quality and accuracy of AI-generated contents ( X ̅ = 2.82) affect the integration of AI into blended learning. This study concludes that undergraduates of LIS have different perceptions and anxieties about AI.
Information is an integral pillar of the progress and development of every human society. However, the need to spread information has prompted some people to deliberately (or otherwise) share false, wrong, fabricated or inaccurate information. This study examines information disorders in the digital age, with the aim of gaining insight into students’ awareness and perceptions at Kwara State Polytechnic, Ilorin, Nigeria. This study focused on ascertaining the awareness, perceptions, sources and causes of information disorders among the students. Using descriptive survey design, the population of this study was 1,913 HND II students of the Institute of Information and Communication Technology (IICT), Kwara State Polytechnic, Ilorin, Nigeria, encompassing the departments of Computer Science, Office Technology and Management (OTM) and Mass Communication. Krejcie and Morgan (1970) sample size table was used to arrive at 218 samples who were randomly selected. A self-structured questionnaire was used for data collection. From the expected questionnaires, only 163, representing 74.98%, were fully filled and adequate for analysis. Data obtained were analysed and presented in simple percentage, frequency table and mean ( X ) using the IBM SPSS 26th edition. The findings demonstrated that the respondents have high awareness of fake news, rumours, satire or parody and partially aware of filter bubbles. The respondents also perceived information disorders as information fabricated for the purposes of drawing attention, mislead the people, promote personal agenda and amusement. On the other hand, they were doubting whether information fabricated for political purposes is information disorders. Notably, findings also pointed out that information disorders are being shared by friends, family and relatives, government agencies, politicians and journalists, while celebrities share less information disorders. Moreso, the students perceived that information disorders are caused due to their urge to share current information, unconscious misrepresent truth and unaware of information disorders. This study concludes that the students of Kwara State Polytechnic, Ilorin, Nigeria, lack adequate awareness of information disorders, which affected their perceptions of it. One of the recommendations of this study is that lecturers should endeavour to be teaching information disorders in all information related courses.
