This study evaluated the performance of Turnitin, a tool widely used across colleges and universities for detecting AI-generated text. Our sample of human-written text comprised 100 introduction sections from psychology journal articles published in 2016. Next, we generated new versions of the texts using ChatGPT (GPT-4o and GPT-5). Using Turnitin’s AI score for each piece of writing, we found a false positive rate (incorrectly classifying human-written text as AI-generated) of only 1 %. In contrast, Turnitin’s false negative rate (incorrectly classifying AI-generated text as human-written) was substantially higher and depended on the model used to generate the text. Specifically, the latest version of ChatGPT produced text more likely to be misclassified as human-written than the previous version. These findings highlight important limitations in the reliability of automated AI-detection tools, particularly with respect to false negative rates and model-dependent performance. As such, AI-detection scores should be interpreted cautiously, especially when used to infer the presence or absence of AI-generated text in academic writing.
This study assessed the availability, accessibility, and utilization of Learning Resource Centers (LRCs) in rural Philippines to guide policies and community initiatives promoting educational inclusivity. Using a descriptive–correlational design, data were collected from public library users via a validated, pilot-tested researcher-developed questionnaire. Analyses included frequency counts, percentages, means, standard deviations, t-test, ANOVA, and Pearson’s r using SPSS 17.0. Most respondents were female, aged 18–28, and students. Findings showed moderate availability and accessibility of resources and services but low utilization. No significant sex-based differences were found in availability or utilization, although females perceived greater accessibility. ANOVA revealed significant differences across age groups and user types, suggesting demographic factors influence engagement with LRCs. Correlation analysis indicated strong positive relationships among availability, accessibility, and utilization, implying that improvements in one area enhance the others. The study underscores the need to strengthen rural LRCs through enhanced infrastructure, updated collections, technological integration, and user-centered programs to promote equitable access and effective utilization of learning resources.
Graduate Information Science education in the Asia–Pacific (AP) region has diversified in response to digital transformation and the globalization of knowledge work. This study investigates how curriculum characteristics and curriculum identities of graduate Information Science programs relate to international collaboration needs across the AP iSchools. A sequential explanatory mixed-methods design was adopted. Phase 1 involved qualitative documentary analysis of 37 Master’s and Doctoral curricula to identify structural characteristics and derive six curriculum identity clusters. Phase 2 consisted of a quantitative survey of 55 participants, 26 faculty/program leaders and 29 graduate students to assess collaboration needs across five dimensions. Findings indicate a shared disciplinary foundation across programs but variation in specialization orientation, forming six identities: classical LIS, archives and records, information management, informatics/data analytics, community/social development LIS, and digital governance. Stakeholders showed strong support for collaboration, though priorities differed: faculty emphasized research productivity and institutional visibility, while students prioritized mobility and employability. Integrated results highlight that collaboration initiatives are most effective when aligned with curriculum identity and responsive to diverse stakeholder needs.
The rapid advancement of artificial intelligence (AI) is reshaping research practices and scholarly communication within higher education institutions and academic libraries. This systematic review examines the integration of AI tools in research and scholarly communication, focusing on their benefits, challenges, and the evolving role of librarians in this digital transformation. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, the study retrieved literature from EBSCOhost (Library and Information Science Source and Library and Information Science & Technology Abstracts), ProQuest, and Google Scholar, covering publications from 2020 to 2025. Of the 226 articles initially identified, 24 met the inclusion criteria and were subjected to thematic analysis. The findings reveal that AI technologies significantly enhance research efficiency, improve information retrieval, support data analysis, and streamline scholarly communication workflows. At the same time, the review identifies critical challenges, including ethical concerns, data privacy risks, algorithmic bias, and insufficient AI literacy among information professionals. Academic librarians emerge as key facilitators in the responsible adoption of AI, requiring ongoing professional development to navigate these technological shifts effectively. The study concludes with recommendations for the ethical and sustainable integration of AI tools in academic research environments and identifies gaps in the literature that require further scholarly attention to ensure equitable and responsible AI implementation in scholarly communication systems.
This study investigates the information literacy skills of Senior High School students in Ghana, concentrating on their capacity to access, assess, and ethically utilise information in the digital age. Employing the cross-sectional correlational design and adopting the quantitative approach by using the Information and Communication Assessment Instrument (ICAI), data were gathered from 800 students across nine schools, evaluating skills across ten areas. Findings show a moderate average information competency score of 178.17 (SD = 24.61) out of 280, with 73 % of students classified as having medium competency, 12.8 % high, and 14.3 % low. Students performed well in locating and retrieving information (M = 18.53, SD = 4.71) but showed gaps in using information technologies (M = 16.65, SD = 4.76) and understanding ethics and legality (M = 16.93, SD = 4.40). These findings align with global trends, showing strengths in basic information retrieval but persistent weaknesses in critical evaluation, synthesis, and technological skills. In Ghana, systemic challenges, including inadequate ICT infrastructure, insufficient teacher training, and limited curriculum integration, worsen these issues. The study recommends stronger collaboration between librarians and teachers, curriculum reforms to incorporate information literacy, better technological infrastructure, and targeted professional development to address these gaps and prepare students for higher education and knowledge-driven careers.
