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The following post is entirely generated using AI. It is based on the fourth AI Conversation session that took place today where Coco Nijhoff answered questions around the topic, How is AI affecting HE libraries? The session was recorded in MS Teams, which automatically created a transcript. The transcript was summarised in Claude and the blog post was generated using ChatGPT4. Image created by Adobe Firefly
The integration of generative AI in higher education libraries is a topic of growing importance, prompting libraries to rethink their services, training programs, and approach to information literacy. In a recent discussion, Coco Nijhoff, a librarian from Imperial College London, sheds light on how her institution is navigating these changes and the impacts on teaching initiatives at Imperial’s library.
The Evolving Landscape:
Coco points out that the approach to integrating AI in university libraries varies significantly across the sector, creating an evolving landscape. At Imperial, efforts include the development of guidance webpages, and the integration of AI into existing information literacy training. This encompasses skills such as searching, evaluation, and referencing, tailored to meet the specific needs of various academic departments and disciplines.
New Skills and AI Literacy:
The advent of AI in libraries has given rise to the need for new skills, notably in prompt engineering and critical thinking. Prompt engineering, as Coco explains, is a skill that parallels core library skills such as forming research questions and refining keywords, but adapted to cater to the unpredictable responses of machines. Additionally, critical thinking is emphasized, especially in addressing biases present in AI, building upon the existing teaching framework of the library.
Ethical Considerations and User Education:
Coco also touches upon the ethical challenges posed by AI, including issues related to plagiarism and inconsistent referencing styles generated by AI tools. She emphasizes the need for students to develop skills to produce quality work independently, as current detection tools may not be fully reliable. In terms of educating users and making them more AI literate, Coco advocates for the development of an AI literacy framework, which could be seen as an extension of existing digital skills training.
Challenges and The Future:
Audience questions brought up challenges such as securing publisher permissions for AI tools, managing increased workloads, and achieving academic buy-in. Coco acknowledges that these issues are also present at Imperial and suggests that hands-on AI experience events for staff could be a beneficial approach. Looking towards the future, she predicts that libraries may not look drastically different than they do today, emphasizing the institution’s ability to adapt to innovations while preserving its core functions.
Conclusion:
Generative AI is undoubtedly transforming the landscape of higher education libraries, posing both opportunities and challenges. Coco Nijhoff’s insights provide a glimpse into how Imperial College London is proactively addressing these changes, ensuring that libraries continue to play a crucial role in fostering essential skills like critical thinking. As we navigate this AI-driven era, the enduring mission of libraries to support learning and research remains more vital than ever.
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