Purpose As virtual reality (VR) services expand in libraries and increasingly intersect with generative artificial intelligence (AI), questions of user preparedness and competency gaps have become critical to the sustainability of immersive information services. This study aims to develop and empirically test a metaverse literacy assessment framework to evaluate the competencies required for participation in VR- and AI-enabled library information services. Design/methodology/approach Drawing on information literacy, digital literacy, algorithm literacy and AI literacy, the study constructs a framework comprising four primary dimensions and 13 secondary indicators through literature analysis, the Delphi method and the analytic hierarchy process (AHP). The framework is then validated using survey data from 453 university faculty members and students. Reliability and validity tests, the entropy method and non-parametric tests are employed to examine structural robustness, indicator salience and group differences. Findings The results show that knowledge, skills and norms play a central role in differentiating competency levels for immersive information environments. Tool knowledge, evaluation capability, ethical literacy and risk-related indicators emerge as particularly salient. Significant differences are found across educational and disciplinary groups, suggesting that competency gaps in VR- and AI-enabled information services are unevenly distributed and require targeted educational interventions. Originality/value This study repositions metaverse literacy as a service-oriented competency framework for libraries rather than a purely technological construct. It offers a quantitative assessment tool for identifying user preparedness and competency gaps in immersive information services and provides practical guidance for libraries designing onboarding, instruction and risk-mitigation strategies for VR services in the generative AI era.
PurposeBy performing a systematic literature review from 2015 to 2025 on the information behavior and digital competencies of maritime students, the study aims to identify key thematic areas, research trends and gaps in maritime education and maritime digital information literacy. The review also emphasizes on the need for human-centered, competency-based educational models aligned with the framework of DigComp 2.2 and underscores the evolving role of academic libraries in supporting maritime students' digital literacy. Design/methodology/approachThe study adopts a systematic literature review methodology, following the PRISMA guidelines. The review analyzes 46 peer-reviewed publications retrieved from international scientific databases between 2015 and 2025. Keywords were organized according to DigComp2.2 framework, and data were processed using open-source tools, such as Zotero, Biblioshiny and VOSviewer to enable both qualitative and bibliometric analysis. FindingsThe study revealed growing academic interest in maritime students' digital competencies and information behavior, particularly after 2020, driven by digital transformation and the COVID-19 pandemic. As a result, three key thematic areas emerged: maritime information literacy and behavior, digital competencies and education and the impact of emerging technologies on professional development. Also, the findings highlight the need for human-centered, competency-based educational models aligned with DigComp 2.2. framework. Practical implicationsFindings of this review suggest a growing need for maritime academic institutions to adapt their curricula to better integrate digital and maritime information literacy competencies, particularly those aligned with the DigComp 2.2 framework. Competency-based, human-centered approaches should be incorporated to prepare maritime students for evolving industry demands. Given the interdisciplinary nature of digital and maritime information literacy, collaboration between academic libraries and the maritime industry could serve as a strategic approach to bridge the gaps between theoretical instruction and practical digital competency development. Originality/valueThis review synthesizes scientific literature on maritime students' information behavior and digital competencies during 2015–2025. By aligning its analysis with DigComp 2.2 framework and focusing on maritime education sector it fills a gap in the literature and simultaneously it provides a foundation for future empirical studies, curriculum design and policy development.
Purpose This study addresses the disruption caused by generative artificial intelligence (GenAI) in academic libraries, specifically the proliferation of AI-generated hallucinations in student research. It aims to demonstrate how subject services can be restructured from traditional outcome-based evaluation to a process-oriented workflow. By applying change management frameworks and technical services methodologies, the article proposes a strategy to maintain service quality and academic integrity when users employ tools that libraries do not control, shifting the library’s role from resource provision to process assurance. Design/methodology/approach Adopting a case study design at a research institution, this research applies Kotter’s eight-stage change model to redesign support for an interdisciplinary competition. The study employs a mixed-methods approach, comparing data from the 2021 traditional service baseline and the 2025 process intervention cycle, while drawing on the 2023 GenAI-related crisis as the impetus for redesign. Data sources include systematic citation verification audits of over 1,200 citations, pre-post assessments of student AI literacy, service utilization metrics and librarian time-tracking logs. The new process intervention model introduces mandatory research logs and intermediate checkpoints to embed quality control throughout the research cycle. Findings The process intervention model yielded an 82.5% reduction in fabricated citations and a 108% improvement in students’ ability to identify AI hallucinations. While the workflow successfully mitigated AI risks, it required a 689% increase in librarian time, raising scalability concerns. The study confirms that transparency-based approaches requiring research logs are more effective than prohibition, as students who disclosed AI use and followed verification protocols produced fewer errors than those claiming no AI use. Originality/value An underexplored area in the literature is addressed by examining patron-initiated AI use through workflow redesign rather than technology implementation. The contribution lies in applying technical services methodologies, including quality control and standardization, to challenges in subject services. Unlike studies focusing on banning AI or teaching prompt engineering, this research offers an empirically tested process assurance model, redefining the library’s role in the GenAI era from gatekeeper to quality control auditor.
Purpose This article proposes a learning-centered conceptual framework for implementing virtual reality in academic libraries. It responds to a gap in the literature by offering a practical roadmap for librarians who are moving beyond experimentation and seeking more intentional approaches to planning, onboarding, accessibility and long-term program development. Design/methodology/approach The article uses a conceptual framework approach informed by a structured review of literature on VR in academic libraries, immersive learning, instructional design, and inclusive design. The framework is grounded in the ADDIE model and informed by Universal Design for Learning and Universal Design for Instruction. Together, these perspectives are used to organize VR implementation across four phases. Findings The review suggests that academic library VR literature has emphasized infrastructure, pilot programs and course integration, but has provided less detailed guidance on structured onboarding, accessibility planning and the use of instructional design frameworks. In response, the proposed framework positions VR as an instructional environment rather than only a technology service. It highlights the importance of aligning VR initiatives with learning goals, anticipating learner variability, designing accessible support structures and using iterative assessment to refine services over time. Originality/value This article contributes a practical, adaptable roadmap for academic librarians seeking to design virtual reality services that are educationally coherent, inclusive and sustainable. It extends current discussions of academic library virtual reality programs by integrating instructional design and inclusive design into a single implementation framework.
Purpose This study examines the effects of an Information-Based Writing Portfolio Assessment (IbWPA) on undergraduate students’ information literacy (IL) self-efficacy and explores how writing motivation shapes these outcomes. While prior studies have integrated IL instruction into writing tasks, most assessments focus on written products rather than the reasoning processes underlying students’ use of information. Design/methodology/approach Eighty-one third-year English majors at a university in Macau participated in a 14-week instructional intervention integrating sequenced writing assignments, reflective information statements, and portfolio-based assessment. The information statements required students to explain the credibility and relevance of sources used in their writing, enabling a more process-oriented assessment of information practices. Paired-samples t-tests and linear mixed-effects models were used to analyze changes in IL self-efficacy and the role of motivation. Findings Results showed significant increases in basic and advanced IL self-efficacy, while intermediate IL self-efficacy did not change significantly. Motivation positively predicted IL self-efficacy across all levels, and interaction effects indicated that students with lower baseline motivation experienced larger gains in basic IL self-efficacy. Research limitations/implications As a single-group pre–post study, causal interpretations should be cautiously made. Future research may examine similar interventions across disciplines and instructional contexts. Originality/value The study introduces the IbWPA model, which extends portfolio-based writing assessment by incorporating reflective information statements that capture students’ evaluative reasoning about sources. The findings highlight how process-oriented assessment can support the development of students’ confidence in performing information literacy practices.
Purpose The study examines the adoption of general-purpose generative artificial intelligence (GenAI) tools (e.g. ChatGPT, DeepSeek, Gemini) for data visualization tasks among academic librarians and its subsequent impact on library services innovation.Design/methodology/approach A quantitative research method was used, in which a cross-sectional survey on the extended model of the Unified Theory of Acceptance and Use of Technology (UTAUT) constructs was chosen in 100 universities of the Punjab province (both public and private sectors) in Pakistan with the help of a purposive sampling technique. Statistical Package for Social Sciences and Analysis of Moment Structure (SPSS-AMOS v-26) were applied to collect data and analyze it.Findings The findings of the study demonstrated that effort expectancy, social influence and facilitating conditions have a statistically significant influence on the behavioral intention to adopt GenAI tools for data visualization. Furthermore, the GenAI adoption has a significant positive impact on library service innovation. However, performance expectancy, hedonic motivation and price value have statistically insignificant impact on library professionals' behavioral intention to adopt GenAI tools.Originality/value This research provides original quantitative evidence from Pakistan, identifying the key factors influencing AI data visualization adoption in university libraries and its significant positive impact on service innovation.
PurposeThis study aims to synthesize the scholarly landscape of human libraries, positioning them as learning-oriented, dialogue-based information services and as a form of library user services and community programming. It aims to clarify how the field has developed, what major themes and trends have emerged and how the current knowledge structure connects service design with learning- and inclusion-related outcomes, including implications for service evaluation. Design/methodology/approachFollowing Preferred Reporting Items for Systematic Reviews and Meta-Analyses, the study systematically retrieved and screened publications from Scopus, with the query conducted on 4 June 2022. Using an integrated methodology, it combined bibliometric description and keyword co-occurrence mapping with full-text deductive thematic analysis and inductive content analysis. Two researchers coded and cross-validated results to enhance reliability, and discrepancies were resolved through discussion. FindingsThe indexed literature is small, dispersed and low in citation impact relative to the widespread practice of human libraries. Keyword and thematic analyses identify five clusters that organize the field around (1) operation and infrastructure, (2) knowledge and education, (3) diversity, (4) oral history and (5) prejudice reduction and inclusion. Inductive synthesis reveals two complementary research strands: one addresses the development and operation of human libraries as service models, while the other evaluates benefits and intervention effects, particularly prejudice reduction and inclusion. The findings suggest a shift over time from communication and knowledge-sharing themes toward more outcome-oriented and intervention-focused research. Research limitations/implicationsThe review is limited to Scopus-indexed publications and may under-represent non-indexed, non-English or practice-based evidence, including local reports and practitioner-oriented program documentation. Future research can expand database coverage and incorporate grey literature and program evaluations, while improving comparability through clearer reporting of intervention components, participant characteristics and outcome measures so that service-oriented claims can be assessed across settings. Practical implicationsLibrary and information professionals can use the synthesized themes and knowledge structure to support learning-oriented service innovation, including program design, documentation and evaluation, as well as staff training and facilitation planning. The review also highlights the value of aligning operational decisions and facilitation practices with outcomes such as empathy, perspective-taking, reduced social distance and inclusion and selecting measures that make outcomes comparable across implementations. Social implicationsBy clarifying how human libraries are studied as dialogic interventions, the review supports evidence-informed development of services intended to reduce prejudice and strengthen inclusive participation in communities and learning settings, and it strengthens the rationale for dialogue-based services in libraries and related institutions. Originality/valueThe study provides an integrative systematic review of human library research that combines bibliometric mapping with qualitative synthesis. It offers a field-level account of themes, trends and knowledge structure, and it bridges service design and learning-related outcomes to inform both scholarship and practice in information and learning sciences, with specific relevance to library user services and service evaluation.
PurposePublic libraries have evolved beyond traditional book lending to serve as multifaceted community hubs addressing diverse social needs. Drawing on digital divide theory and institutional theory, this case study documented infrastructure, staffing, and service provision in three district central libraries in Andhra Pradesh, India.Design/methodology/approachThrough a questionnaire survey of 35 library staff members, to analyze how standardization patterns reflect coercive isomorphism while infrastructure gaps and workforce constraints create structural barriers to digital transformation.FindingsThe findings revealed a uniform distribution of basic facilities across all three libraries, including reading rooms, sanitation, and communication infrastructure. Book collections ranged from 82,202 to 121,816 volumes, and staffing levels varied from 10 to 14 members per library. However, significant structural barriers persisted, with technology infrastructure remaining inadequate due to limited internet connectivity and insufficient computing resources. Professional staffing was critically low, with only three qualified librarians among the 35 total staff members, raising concerns about specialized service capacity.Research limitations/implicationsThe study captured only library staff reports on available resources and services. The absence of user viewpoints limits our insight into how community members actually experience and use these services, and whether reported services effectively meet community needs.Practical implicationsOur work contributes to understanding how libraries navigate technological change and community demands, giving insights that can inform library development strategies and policy decisions in related environments.Social implicationsThe findings point to three interconnected constraints that reinforce one another: (1) rigid standardization that stifles local adaptation and innovation, (2) gaps in the professional workforce that limit service capacity and quality, and (3) infrastructure deficiencies that hinder the implementation of digital services, even when they are formally available. These are not isolated issues but rather systemic problems that require coordinated efforts to address multiple dimensions simultaneously.Originality/valueThis is our original work.
PurposeLibrary and Information Science (LIS) as a discipline occupies a unique position in higher education institutions, incorporating both principles of knowledge management utilizing modern digital technology and serving diverse library users. However, the past few years have witnessed various challenges and issues being faced by LIS faculty members in Pakistan, yet their perspectives have not always been acknowledged. Hence, this study aimed to investigate the operational, technical and institutional challenges and the ways-forward strategies to overcome these challenges in various LIS schools in Pakistan.Design/methodology/approachA qualitative research approach was used with a phenomenological research design. Data were collected from the head or senior faculty members from 15 LIS schools in Pakistan. Data were analyzed thematically with NVivo software.FindingsThe findings revealed five major challenges, including "issues related to funding, infrastructure and technology", "limitations in faculty hiring, training and retention", "challenges in administration and operations", "challenges in curriculum development and implementation" and "LIS recognition issues". The ways-forward strategies to overcome these challenges include "collaboration with industry and institutions", "faculty recruitment and development", "administration support and infrastructural development", "curriculum revision and upgradation" and "HEC support, advocacy and funding". Theoretical, practical and policy implications are presented to streamline LIS education in Pakistan and similar contexts. The limitations, future research directions and recommendations were also given.Originality/valueThis is the first study investigating LIS education challenges and ways-forward, collecting data from all LIS schools in Pakistan. A KPI-anchored roadmap of three timeframes (short-term, medium-term and long-term) covering six priority actions has been presented. This roadmap includes a timeframe, priority action, potential funding source, methods of implementation and monitoring progress.
Purpose - This conceptual paper develops an integrated framework that theorizes how information literacy (IL) influences university library users' satisfaction. Responding to gaps in the literature, the paper clarifies IL as a multidimensional construct and maps its mechanisms of effect on satisfaction within contemporary digital and hybrid library environments. Design/methodology/approach - This paper draws on a comprehensive integrative literature review across IL, information behaviour, service quality and information systems literature. It synthesizes complementary theories [Theory of Planned Behaviour, Technology Acceptance Model (TAM), DeLone and McLean's Information Systems Success Model (ISSM)] and established measurement traditions (LibQUAL/ SERVQUAL, TAM/ISSM) to derive testable pathways linking instructional inputs, awareness, digital literacy, access and information searching behaviour (ISB) to perceived service quality and satisfaction. Findings - The proposed conceptual model positions library instruction and awareness as primary antecedents that develop IL competencies; ISB functions as a proximal mediator; digital literacy and access operate as enabling contextual factors; and system/information/service quality jointly shapes perceived usefulness/ease of use leading to user satisfaction. The framework identifies specific mediation and moderation hypotheses for empirical testing. Practical implications - The model provides diagnostic leverage for libraries to distinguish competency deficits from infrastructure/service problems and informs targeted investments in instruction, faculty partnerships and system design. Originality/value - By explicitly integrating behavioural, perceptual and system level theories, this paper reframes IL as an active mediator/moderator in service quality processes and supplies a coherent, empirically tractable framework for subsequent quantitative validation Partial Least Squares Structural Equation Modeling (PLS-SEM), and policy action.
PurposeAI has rapidly changed academic libraries with applications like chatbots, automated cataloging, classification and data-driven decision-making. Artificial intelligence (AI) anxiety is a new type of technostress that library services are experiencing as a result of the rapid adoption of AI technologies, even with its advantages of library. The purpose of this study was to conduct a comprehensive study of existing research on AI anxiety in academic libraries and analyze it using bibliometrics.Design/methodology/approachThe study employs the bibliometrics and content analysis approach, which uses both numerical and visualization techniques to identify the extant research retrieved from the Web of Science and Scopus databases from 1996 to 2025. Author and country collaboration networks, hotspot distribution clustering and historical citation networks associated with AI anxiety were visualized by VOS viewer and R Studio.FindingsA total of 128 literature were eventually included. The number of AI anxiety publications has increased drastically since 2023. Growth trends, geographical area, leading journals and authors are identified. Top documents are indicated, with main and trending topics, which provide suggestions for researchers who conduct research in this field. Numerous studies on AI anxiety in academic libraries have been published in high-impact sources.Originality/valueTo the best of our knowledge, this is the first comprehensive and in-depth bibliometric research of trends and developments on AI anxiety literature. This study offers useful insights for policymakers, library professionals and researchers by identifying unexplored areas and outlining a strategy for reducing AI anxiety in academic library environments.
PurposeThis study was designed to better understand the needs of undergraduate students as they begin to use our library. Librarians had been asking students for their questions about libraries and library research and wished to systematically review the results to better understand these students and to design more effective instruction and outreach programs.Design/methodology/approachIn this study, librarians gathered the questions that undergraduate students shared when prompted to do so at the beginning of one-shot instruction sessions in two introductory courses. These questions were coded using an in vivo method of coding to identify themes and trends that can be applied to library instruction and outreach.FindingsStudents were concerned about access to resources, types of library resources, searching for resources and library locations, among other things. Additionally, the questions were separated into courses with an assignment requiring research and courses without in order to seek clarity around student questions about libraries and research.Practical implicationsLibrarians can use this information to direct their own work with traditionally aged undergraduate students. Others may replicate this approach with their own student populations in order to direct instruction and outreach activities.Originality/valueMany instruction and outreach librarians base their activities on anecdotal evidence with undergraduate students or what they assume that this group wants to know. This study takes a structured approach to this work that can be replicated by others. This systematic approach removes the bias that may exist in anecdotal data that librarians gather as they work with undergraduate students.
PurposeTo examine the role of academic libraries in supporting Science, Technology, Engineering, and Mathematics (STEM) education within higher learning institutions in Tanzania, specifically through the integration of artificial intelligence (AI) technologies.Design/methodology/approachThis research adopts an ethnographic approach, incorporating in-depth interviews and participant observation with the library and library staff at the NM-AIST in Tanzania. Data was analysed thematically. Ethical clearance was obtained to ensure participant confidentiality and informed consent throughout the research process.FindingsThe study revealed that the NM-AIST library plays a crucial role in supporting STEM education, maintaining a diverse collection that comprises resources available both online and in print. It engages with primary and secondary schools through teaching resources and STEM events. However, challenges include inadequate storage, limited librarian knowledge on AI integration, and budget constraints. Participants suggested enhancing collaboration with schools and integrating AI tools to improve outreach and support.Research limitations/implicationsAlthough this is a case study, it emphasises the potential of AI to transform library services in support of STEM education. This suggests that academic libraries should engage in strategic planning and invest in AI tools to improve accessibility to resources, enhance user engagement, and deliver better services.Originality/valueThis research offers original insights into the role of academic libraries in STEM education in Tanzania, specifically through the integration of AI technologies.
PurposeThe purpose of this study is to inform special collections and archives professionals about the perceptions and needs of a previously understudied group - members of the general public who are not already actively using archives and special collections. Survey methods are used to capture societal values and public expectations about archival outreach, processing metrics and care for culturally sensitive materials.Design/methodology/approachA survey was utilized to quantify public sentiment on archival practice, with two blocks of experimental randomized questions fielded to determine the effect of two treatments on members of the general public in the United States (N = 800). Block one was used to determine perceptions on resource expenditures, while block two gauged attitudes regarding archival outreach.FindingsResults show a strong preference among the public for the preservation of cultural heritage items over business records, as well as an overwhelming willingness by the public to engage in archival outreach if provided the opportunity.Originality/valueDespite paradigm shifts that realigned institutional archives with public engagement and outreach, there have been few, if any, empirical studies of perceptions of archives by members of the public who are not already engaged with archives. In order for archival institutions to truly engage and serve the public, archival professionals and scholars need to understand how the public actually views archives and their work. While this survey study cannot provide nuanced insights into individual user needs and experiences, it quantifies questions asked in past qualitative studies on archival participation and provides new paths for future research.
PurposeThis research explores Ghanaian librarians' orientations to reference and information service. Orientations to practice are values, attitudes and beliefs that librarians hold about their reference and research services practice.Design/methodology/approachQ methodology, which involves a card sort and interview was used to explore the perspectives of 26 librarians from various types of libraries in Ghana.FindingsThe study identified three groups of librarians based on their orientations to reference service: Relational Caretakers, who focus on making the user feel comfortable and welcome; Solution Providers, who provide the user with something whether it be information, a resource or instruction on how to find information on their own and Expert Communicators who focus on listening to users and understanding their needs.Originality/valueBy comparing and contrasting findings with those of similar studies on the topic, the study suggests cultural differences in librarians' orientation to reference practice, along with common orientations to practice across the globe.
Purpose This study examines how well subject databases in chemistry, sociology, medicine and education cover the literature cited by scholars in the corresponding fields. This investigation illuminates both important differences in citation practices across disciplines as well as the relative usefulness of subject databases. Design/methodology/approach It takes a random sample of citations from four flagship journals in each discipline and then determines whether the citations are covered in a corresponding subject database. Findings Of each database/journal pair, the greatest number of citations were found in chemistry, followed by medicine, education and sociology. In the two STEM disciplines, citations were much more concentrated in journal articles and in the core subject area, whereas citations in the two social science disciplines showed much more variety in both format and subject matter. Originality/value Although previous studies have compared individual subject databases to web-scale discovery tools, this one adopts a consistent evaluative framework to make cross-disciplinary comparisons. This comparative approach illuminates how database coverage varies across disciplines and helps to inform database selection and use.
PurposeThis study has two aims. First, we sought to implement a RAG-based GenAI system capable of answering reference questions. Second, we aimed to develop an evaluation protocol to assess the chatbot by means of comparing implementations that use three different LLMs. An evaluation rubric was piloted to gauge its viability as an assessment tool.Design/methodology/approachThe RAG-based chatbot uses a two-step approach. First, in response to a query, the system retrieves relevant documents from a knowledge base. Each document is vectorized and matched by relevance. Second, retrieved data is combined with an LLM's generative capabilities to produce a context-aware response. Fourteen common questions representing different areas of the knowledge base were tested with the chatbot versions. The research team developed and then used an evaluation rubric to score the chatbots' responses according to: accuracy, groundedness, elicitation, completeness and further assistance. The rubric was also evaluated by calculating the standard deviation among reviewers' scores.FindingsThe RAG implementations were largely successful in restricting the chatbot's responses to the knowledge base. The evaluation rubric was effective for assessing the models, highlighting each's strengths and weaknesses. Despite the evaluation being subjective, the evaluators gave similar scores, with the greatest variation in the elicitation dimension.Originality/valueThis study offers a technical description of a practical way to implement a RAG-based chatbot in a library setting as well as a protocol for evaluating such chatbots in multiple dimensions that hasn't been discussed in previous literature.
PurposeThe study aimed to identify the impact of Chat Generative Pre-Trained Transformer (ChatGPT) on reference services in university libraries. The study also aimed to reveal the challenges associated with its adoption in university libraries.Design/methodology/approachQuantitative research design was used to address the study's objectives. Data were collected from 127 professional librarians of 79 university libraries in Punjab province, Pakistan by conducting survey of the population. Descriptive and inferential statistical tests were used through SPSS Software.FindingsFindings of the study revealed that ChatGPT has a significant positive impact on library services. It provides efficient, effective and innovative reference services to end users for addressing their diverse information needs. The study also found that ChatGPT adoption in university libraries was hindered by various limitations including inaccurate query responses, ethical considerations, data piracy, security implications, bias, dependency on third-party services, privacy and security concerns and loss of academic integrity.Originality/valueOn the basis of empirical evidence, the study has provided practical recommendations for the adoption of ChatGPT in university libraries for smart reference services.
Purpose This study examines university students' levels of satisfaction with generative artificial intelligence (AI) tools and traditional search engines as academic information sources.Design/methodology/approach An electronic survey was distributed to students at US universities in late fall 2025, resulting in 236 valid responses. The survey collected demographic data and measured frequency of use and satisfaction with both generative AI tools and traditional search engines. Principal components analysis was used to identify underlying satisfaction constructs, followed by k-means cluster analysis to identify student usage profiles. Regression analysis examined predictors of satisfaction.Findings Students reported higher overall satisfaction with traditional search engines than with generative AI tools. Two primary student groups emerged: those highly satisfied with search engines but dissatisfied with AI, and those moderately to highly satisfied with both sources. Frequency of use was a strong predictor of satisfaction for both information sources. International and undergraduate students reported significantly higher satisfaction with AI tools than domestic and graduate students. Students who preferred AI tools generally viewed them as complementary rather than as replacements for traditional information sources.Originality/value This study provides empirical insight into evolving student information-seeking behaviors by directly comparing satisfaction with generative AI tools and traditional search engines. The findings may inform higher education stakeholders seeking to evaluate, support and integrate AI-driven information tools alongside established academic search technologies.
PurposeThis study examines the effects of AI-driven tools on reference services and staff roles in academic libraries in Nigeria. It explores how AI technologies, such as chatbots and machine learning algorithms, enhance service efficiency, shift librarian responsibilities and impact user satisfaction.Design/methodology/approachA qualitative research approach was employed, utilizing semi-structured interviews with reference librarians, Information Technology support staff and administrators from six private universities in Nigeria. Participants were purposively selected for their experience with artificial intelligence (AI)-driven reference services. Thematic analysis was conducted to identify key patterns in AI adoption, staff adaptation and user engagement.FindingsFindings indicate that AI tools such as Turnitin (plagiarism detection), Grammarly (writing assistance) and WhatsApp-based library chatbots (Meta AI) improve efficiency by automating routine tasks, reducing librarian workload and enhancing user experiences through personalized recommendations. However, challenges such as AI's limitations in handling complex inquiries, concerns about data privacy and the need for librarian oversight were identified. Additionally, AI adoption has reshaped librarian roles, necessitating continuous professional development in digital literacy and AI management.Originality/valueThis research provides insights into the evolving role of AI in Nigerian academic libraries, emphasizing the need for a hybrid approach that balances AI automation with human expertise. It highlights the importance of AI literacy training for both librarians and users to maximize the benefits of AI-driven reference services while maintaining service quality and ethical standards.
