This paper explores the evolving role of academic and research librarians in the age of artificial intelligence (AI), focusing on AI literacy, algorithmic accountability, and data stewardship. It examines how librarians are adapting to the technological landscape, emphasizing their role in promoting AI literacy, ethical AI practices, and interdisciplinary collaboration within academic environments. This study offers an integrated, thematic synthesis that foregrounds librarians' evolving roles as educators, ethical stewards, and research collaborators. Through a critical analysis of current literature, the paper highlights key competencies necessary for navigating the complexities of AI integration in research and education. The study also proposes recommendations for fostering AI literacy programs, enhancing data management skills, and advocating for responsible AI use, aiming to empower librarians as stewards of AI ethics and innovation. Ultimately, this research underscores the transformative potential of libraries in shaping AI-aware, ethical, and collaborative academic communities.
Research data services (RDS) library staff provide essential training for research reproducibility. As demand increases, RDS staff may consider employing students as workshop instructors. This article describes a case study of a pilot project in which an undergraduate student taught library workshops for Python novices. We share the benefits that this instructional format presented in our setting, from the perspectives of the student instructor and the workshop participants. We also offer reflection questions for RDS staff who are contemplating implementing student-taught workshops.
This study examines the overlapping presence of Critical Indigenous Studies (CIS) programs and CIS liaison librarians at large, research-oriented colleges and universities in the United States and Canada. This landscape analysis investigates current trends in academic libraries' support, vis-& agrave;-vis liaison librarianship, of Critical Indigenous Studies programs, as well as Indigenous library patrons. Initial findings suggest that while an increasing number of North American colleges and universities are establishing CIS programs, library support in the form of liaison librarianship lags behind. The article concludes with large-scale policy questions and recommendations for academic libraries.
An online survey of U.S. academic librarians with responsibility for information literacy instruction gathered data about instructional topics, practices, and challenges. Results are compared with data from an earlier survey. The results show some change overtime, partly arising from the COVID-19 pandemic, as well as consistent challenges, including insufficient resources, complicated relationships with teaching faculty, and structural barriers impeding full implementation of the ACRL Framework for Information Literacy for Higher Education (2015). The data have implications for library managers and for programs preparing future instructional librarians.
While Institutional Review Boards (IRBs) are crucial for research integrity, the amount of librarian membership is limited. This study examines IRB rosters and membership criteria to describe librarian involvement. Surveys of IRB members assessed their views on the value of librarian membership and importance of literature review evaluation within IRB process. Results indicate low librarian representation and a de-emphasis on literature review importance to human subject research. These findings highlight need for increased librarian IRB involvement-including promoting importance of high-quality literature reviews-to further ensure human subject safety.
