How AI might change academic library work

Hannah Prince



Cox, A. (2023). How artificial intelligence might change academic library work: Applying the competencies literature and the theory of the professions. Journal of the Association for Information Science and Technology, 74(3), 367–380. https://doi.org/10.1002/asi.24635


This article focuses on how AI can be applied to knowledge discovery. It analyzes eleven different potential approaches libraries might adopt - and these “applications are analyzed and their likelihood evaluated”. The paper also assesses how outside factors might influence how AI is adopted by those in academic libraries.

The paper covers a variety of topics, including analyzing the “theory of professions” and debating different iterations of what they call, “hybrid professional” roles - where a librarian can use AI to meld the skills of a librarian, a researcher, and an archivist all into one role. I did appreciate the multiple table examples used throughout the paper, it was a useful representation of data and helped to communicate the range of approaches that people are taking when incorporating AI into their profession.

Despite initial pessimism, this paper comes to the eventual conclusion that AI is inevitable in libraries, but doesn’t necessarily have to come at the expense of librarians' jobs. In fact, AI can integrate into librarians’ roles and the author goes as far as to say that, “it might be considered fair to be optimistic, therefore, that librarianship will adapt, even be strengthened through this process.” Increasingly we see librarians playing a hybrid role that is part managerial, part customer service, part academic - but often less of the “classically trained librarian”. AI can be incorporated into that hybrid role better than into the classical librarian role. As with most think pieces about AI, it summarizes ways that the library industry will be irrevocably changed by AI, but professes that the individuals in the industry will adapt rather than be wholly replaced. I did not think that this article was necessarily groundbreaking or saying anything new, but I liked how they approached the subject and how the author broke down the different sections. And as mentioned previously, I thought the use of tables was super helpful to get the author’s point across.

 Vongdeuane, Johnny 

Archives in News 

In this CNN news, this new 3D scan technology will help digitize 3D materials in the archive's collections. The archives have other materials besides paper records. Archivists must manage the digital collections, so it does not overshadow the physical collections. Archivists must create “indexes that refer to the contents of a physical collection, in the hope that they will entice researchers away from their computers to travel far and wide to see tangible artifacts. While the Internet boom has made information more accessible and widespread than ever, that very ubiquity also threatens records and artifacts that do not easily lend themselves to digitization — because of cost, but also because Web surfers and more devoted data hounds simply find it easier to go online than to travel far and wide to see tangible artifacts” (Hafner, 2007). 

There are many pros and cons about digitization. Traditional analog materials can last a long time if they are well preserved and rarely used, but archivists want the collections to be used. The handling of the records will eventually cause wear and tears over time. "Digitization would allow much broader access to the contents...without exposing the physical manuscripts to added handling" (Hafner, 2007). Physical records can be easily destroyed when the unexpected happens like war. Digital files will last longer and do not take up physical space in the archives’ storage. Having a digital archive will allow more accessibility worldwide. The “new generation of researchers prefers to seek information online” so “putting collections online, for both preservation and accessibility” will help preserve “history that are at risk of disappearing or being ignored in the digital age” (Hafner, 2007). 

Archivists understand the importance of digitization but the issues for archivists are due to staffing, time and most importantly funding. Most archives cannot digitize everything in their holdings. Larger archives with huge collections do not have the time and staffing to do this, even though they have larger staff because archivists have other duties, they are responsible for. Also, “technology and copyright complications are huge impediments” (Hafner, 2007). For a digitization project, a team might include the archivist, a metadata librarian, a preservation librarian, a subject specialist, a programmer, or systems librarian, and/or a cataloger. Due to the rapid advancement of technology, checking if the software is up to date is necessary. “Working with the IT department is crucial to ensure that researchers can use these materials today and tomorrow. Technical metadata to detail file formats, resolutions, color profiles, and other information identifying a file's type and characterizing its content, it becomes really challenging to provide access to these records. If files are migrated, it is strongly recommended that the original file format be preserved to allow verification of success or other conversion actions in the future” (Prof. Lawrimore). The problem for digitization is cost. “Archivists at the Library of Congress say. Plans to digitize The National Intelligencer, a newspaper published in Washington during much of the 19th century and filled with colonial script not easily recognized by digitizing equipment, eventually had to be put on hold because of the high expense” (Hafner, 2007). 

The archivists' goal is to preserve history and to share it with present and future generations. If digitization will help promote and bring in funding, archivists will do it. Also, funding is required before digitization can be accomplished. 

 

References 

CNN. (2022, February). See how 3D scans could save Ukraine's culture. https://www.cnn.com/videos/style/2022/05/10/backup-ukraine-heritage-sites-lon-orig-na.cnn 

Hafner, K. (2007, March 10). History, digitized (and abridged). The New York Times. https://www.nytimes.com/2007/03/10/business/yourmoney/11archive.html 

Prof. Lawrimore. (2023). INFO 256 lecture.

Holistic Collection Development and the Smithsonian Libraries

 Bethany Hadlock

Summary

This article focuses on Smithsonian units that do not have a dedicated librarian staff. It suggests that a holistic methodology, especially in lower staffed areas, leads to better results in collection management than just focusing on data. Collection management is labor intensive and constant, and certain places can not keep up. When collections are specialized or understaffed, data is not something that can always be relied on since it might not tell the whole story. In this particular study, they look at how these smaller Smithsonian units may not have constant usage, but they are still necessary to keep because they keep collections that have high usage during special occasions such as yearly festivals or other specific research needs. Since these collections are also largely unstaffed, they still have items that are not cataloged and used, These instances also make it hard to keep accurate data on what is being used. Overall, they found that there is no one size fits all collection management strategy for the libraries and museums within the Smithsonian and that the collections should be looked at and considered case by case by taking into account what and who the collections serve.

Evaluation

I found this article to be very informative and it made me think broader about collection development.

Many of our libraries are a part of larger organizations whether it is county, state, academic, or a multi state

organization. These multi library systems should not all have the same approach when it comes to collection

management because they do not all need the same things nor do they all serve the same exact community. For

example, if one library is in an area with a large Hispanic population and another is in an area with a small

Hispanic population, both libraries will have very different needs when it comes to what books, movies, music,

and resources they need. If those libraries relied on the exact same collection management strategy, or even a

collection management strategy that combined their data to determine what to weed and what to add, both

libraries would be missing what they truly need and they would not be able to accurately serve their communities.

While data is important, it is also important to remember what needs your community will have - even if some

items will only heavily circulate once a year or once every five years.

Reference

Abumeeiz, S., & Wingreen-Mason, D. (2020). Holistic collection development and the Smithsonian libraries. Library Resources & Technical Services, 64(1), 26–38. https://doi.org/10.5860/lrts.64n1.26 

Library Storytimes Can be "Mirrors, Windows, and Sliding Glass Doors"

 Naomi Wolfrey

Storytime programs as mirrors, windows, and sliding glass doors? Addressing children's needs through diverse book selection. 

Summary:

This study, which was part of a larger study, investigated the diversity of public library storytime programs. Their study was made up of rural, suburban, and urban libraries and evidence was collected through direct observation of the storytime program at each library. Researchers examined the main character or subject of each book read based on preselected parameters. They found that in all categories they investigated (parallel populations, categories of books, gender of leading character, sexual identity, disabilities, developmental differences, and chronic illnesses, religion, and language) the storytimes were lacking in diversity. They make note that having a diverse collection is not enough; librarians need to include diverse books in their programs, their recommendations, and in displays. They end the discussion portion of the article by suggesting librarians conduct diversity audits in order to see how they are truly faring in promoting diversity. 

Evaluation: 

This article was interesting to read as it purports to be the first study done on the ways in which librarians promote diverse books through their programs. I have read quite a few articles on this subject but this was the first one with actual research and methodology. I appreciated the article's reference to and focus on Dr. Rudine Sims Bishop's concept of books as "mirrors, windows, and sliding glass doors" (Bishop, 1990), which emphasizes the equal importance of all of these concepts. It is equally important for children to see themselves in books as it is for children to see people with different backgrounds and experiences. The article makes note that children as young as three show racial biases, and introducing "windows" to them early can help them to appreciate and understand other cultures. Likewise, showing children from historically marginalized groups books that serve as "mirrors" help them to feel valued and proud of themselves. I appreciated this article as yet another reminder as to why diverse books are so important for children. As someone who reads to children for work multiple times a week, I want to be representative not only of the children I'm serving, but of all the children they may come into contact with in their lives outside the library. I hope that storytimes can serve as a positive experience in helping children understand cultures other than their own as well as a way for children to see themselves represented in media when historically that may not have been the case. 

References:

Bishop, R. (1990). Mirrors, windows, and sliding glass doors. Perspectives 6(3). 9-11. 

Cahill, M., Ingram, E., & Joo, S. (2021). Storytime programs as mirrors, windows, and sliding glass doors? Addressing children's needs through diverse book selection. The Library Quarterly 91(3). https://doi-org.libaccess.sjlibrary.org/10.1086/714317

Librarians can play a key role implementing artificial intelligence in schools.

 Author: Andrew Bauld

Citation: Bauld, A. (2023). Librarians can play a key role implementing artificial intelligence in schools. School Library Journal. https://www.slj.com/story/Librarians-Can-Play-a-Key-Role-Implementing-Artificial-Intelligence-in-Schools

Overview: In the ever-evolving landscape of modern classrooms, the fusion of innovation and creativity is significantly shaped by the integration of Artificial Intelligence (AI). This article emphasizes the pivotal role played by AI tools in the daily planning activities of educators, shedding light on the subtle yet profound influence of technologies like Canva, which may go unnoticed by some educators until explicitly highlighted. While ChatGPT stands out as a widely explored AI tool, a diverse range of programs offers substantial support to optimize time management and enhance efficiency. Notable examples include Grammarly, renowned for its language refinement capabilities, and specialized tools like LessonsAI, MusicPod, MathPod, Questionwell, and Winston, among others.

Looking ahead, the article delves into the intentional integration of AI in two distinct classroom settings—one at the primary level and another at the secondary level. Through these case studies, the outcomes and impacts of purposefully leveraging AI are illuminated, providing valuable insights into the transformative potential of these technologies within educational contexts.

Implications for the Future: While educators in Humanities disciplines may initially express reservations about their students utilizing Artificial Intelligence (AI) tools, numerous academic domains have seamlessly incorporated AI into their content. Rather than avoiding AI as a supplementary resource, there is merit in introducing students to these technologies and imparting skills for their effective utilization. An illustrative approach involves integrating AI, such as ChatGPT, as a collaborative partner in addressing assignments. For example, an essay on the Civil War could be assigned with the assistance of ChatGPT, prompting students to critically evaluate multiple essays generated by the AI. This strategic engagement enables students to discern nuances, identify errors, and augment information overlooked by the AI program, fostering a more comprehensive understanding of the subject matter.

Library Technology for a User-Centered Future in Academic Libraries

Lee, Amy

Citation:

Evans, G., & Schonfeld, R. C. (2020, January 23). It’s not what libraries hold; it’s who libraries serve: Seeking a user-centered future for academic libraries. Ithaka S + R. https://doi.org/10.18665/sr.312608
 

Summary:

The OhioLINK consortium’s Transforming the Integrated Library Systems (ILS) working group engaged the nonprofit consulting agency Ithaka S + R to help with research and development of their vision for the ILS of the future- a library management system that is truly user-centered (instead of print-collections centered) and empowers academic libraries to align services with their academic institution’s strategic direction to “support student success, research excellence, and broad community engagement”. This report first covers the shortcomings of the ILS products prevalent in the market today, which were created for the management of largely print collections and have not been adequately updated to meet the shifts to management of larger, digital, shared, and distributed collections and system connections. The highlight of this report presents the OhioLINK working group’s detailed vision of an ILS system of the future that allows academic libraries to continue fulfilling their core business function (the management of print and library collections) while also being strategically updated in four key areas to serve their users and their academic communities optimally based on recent trends in academic research, learning, and teaching: user-focused systems, facilitated collections, institutional integration, and integrated business intelligence. 

Evaluation:

This report is helpful for systems librarians evaluating ILS products used for their academic library as well as for strategic planning for library systems, services, and management as we embrace the increasingly digital and user-focused library collection. It offers insights into the shortcomings of present ILS systems, trends in academic library collection management and e-resource usage, and potential solutions for creating an ILS product that offers enhancement of library services. This class has studied how libraries are updating collection and connection development strategies to remain relevant and useful in the Digital Age, and it was interesting to see that library systems/technological products used to manage these collections have not only failed to keep up with recent shifts to the increased usage of digital resources, but may actively inhibit libraries from realizing their full service potential. 

This study contained many interesting findings about current academic library user behaviors and needs, technological capabilities required by academic library staff to manage their print and digital collections, and the technological features that are missing and necessary in ILS products that could address these user and staff needs. One finding I found particularly interesting was that academic library users (primarily students and faculty of an academic institution) do not start their resource discovery and access journey at the library as a physical or virtual starting point, but are often funneled into an academic library’s ILS system from elsewhere like Google or Google Scholar searches. Given these findings, the study's recommendation for providing seamless access to library resources based on a user’s entitlements across a variety of groups, including public library, alma mater, current institution, and other institutional affiliations, is an ILS feature that would be especially beneficial for users that does not currently have a straightforward implementation. 

Performing these research and visioning exercises is a great way to assess the current performance of library technologies, evaluate library collection and service goals in both idealized (without having to worry about technical limitations) and realistic forms,  and actively identify next steps to ensure a library is making progress in both technology development and strategic planning that aligns with their overarching vision for collection and connection development.

Who is Banning Books?

Graff, H. J. (2023). Book Banning and Education Restrictions: Our Moment of Rising

    Resistance. Against the Current, 38(3), 8–10.

In the article, Our Moment of Rising Resistance, by Harvey J. Graff, the author comments on book banning. His argument is divided into two main categories: Who fears books? And Who is responding to these movements of book bans? The people he feels frear books are those on the far right of politics. Graff mentions some big organizations leading the fight to ban books: Heritage Foundation, the Koch Brothers, and Moms for Liberty. But what is their fear? Do they fear people being empathetic for others who do not share the same creeds? Or are they scared that by learning about racism and hate crimes, their children will want to be like that? Many different theories about this topic are floating around. The people and organizations that are leading this banning fight have gone to school boards and city hall to make sure that people in charge are aware of how “wrong” they are for having a book that shows an LGBTQIA+ individual in a positive light. Unfortunately, some school boards and city halls have caved into the pressure. 

Those that are standing up to these bans are gaining numbers. Graff discusses how young people take up the shield and prepare for battle. They understand the reasoning for why it is essential that these materials stay available to everyone. Unfortunately, the books in question are predominantly authors who are Black and LGBTQIA+, and storylines that paint LGBTQIA+ people in a positive light. Graff discusses a father of two teen children and how he wants his children to learn about racism and other sensitive topics through school; it would be helpful.

Graff makes a powerful argument against those banning books. I agree with him. I cannot wrap my head around why anyone would not want their child to learn about the truth. There IS something called racism; there are people that are other religions than you that are wonderful people, and why would you hate someone for who they love? Just my two cents.

The Impact of School Libraries On Student Enrichment

    My topic for my blog post is school libraries post since I am a second-year teacher-librarian and completing my MLIS this semester. School libraries in major metropolitan areas such as Los Angeles are often in danger of being closed due to budget cuts and loss of special funding. To justify funding, teacher-librarians must find ways to actively support and increase student achievement in measurable ways, often collaborating with other teachers, counselors, and administration. In this case, the assessments measure the impact of the school library and teacher-librarians on student literacy and achievement.

    I found two articles that address how school libraries support student achievement. The first article addressed how ‘enriched’ school libraries continuously renew their collection and affect reading motivation, frequency, and academic skills. Many schools face a problem: students can read but do not practice reading because of a lack of interest. The study aimed to test whether an enriched school library, with a large, modern book collection and more genres, affects academic skills, particularly reading skills (Nielen & Bus, 2015).'

    The authors of the first article focused their research on fourth and fifth-grade students in the Netherlands. Fourteen schools with an enriched library were compared to fourth and fifth-graders from 10 controlled schools without an enriched library. The results showed that students from enriched libraries scored higher on standardized reading comprehension tests than those from control schools (Nielen & Bus, 2015). One of the reasons why students from schools with an enriched school library are familiar with more book titles and have higher levels of reading achievement than students from schools without an enriched school library. A second factor that contributed to students’ reading comprehension was that their library provided engaging reading materials that were interesting to them. Another factor contributing to improved reading comprehension was that employees of their local public library were available for 4 hr per week to assist students in selecting books that matched their interests to their reading levels (Nielsen & Bus, 2015). This study emphasized the importance of a large and modern book collection in school libraries. Having an enriched collection in school libraries raises students’ interest in reading, leading to more academic accomplishments.

    The second article addressed the importance of school libraries' correlation with student achievement and focused on student's ability to access reading materials during the pandemic. The initial COVID-19 pandemic triggered many schools and school library closures, resulting in shifts to online and/or hybrid instruction and limited school library access. Closures and limited access negatively influenced students’ access to school library materials, and consequently, student learning suffered during these closures (Soulen & Tedrow, 2021).

    Unfortunately, some demographic groups were more negatively affected than others. The authors issued and collected responses from students and their parents about using their school's library during the pandemic. The survey consisted of 32 questions to determine how PreK -12 students accessed public and school library materials before and during the COVID-19 pandemic (Soulen & Tedrow, 2021). They analyzed the results and explored how demographics and other factors may have influenced students' access to reading materials while they were distance learning at home due to the pandemic. They concluded that the pandemic brought forth the need to educate students, parents, and families on accessing school library materials and why it is an important part of the learning process (Soulen & Tedrow, 2021). The authors highlighted the need for school libraries to provide educational resources in electronic formats, such as databases that house current relevant information aligned with the curriculum (Soulen & Tedrow, 2021). Lastly, they suggest that school librarians need to adapt collections and programming to meet the needs of learners in transformative times (Soulen & Tedrow, 2021).

    Both articles focused on school libraries' role in student achievement. However, the first article mentioned collaborating with the local public and school libraries to support student literacy. Employees from the local library help students pick a book that interests them and their reading level. This is not normally done in most school libraries, but it should be. I want to implement this strategy with Los Angeles Unified School District students and LAPL. The study was conducted using students from the Netherlands; I would like to implement critical librarianship at a local level to determine and measure students’ reading levels and to make the practice more inclusive for students, teachers, the school’s library, and the public library (Magnus et al., 2018). I feel this collaboration would provide a more equitable outcome for student learning rather than students filling out a survey that cannot consider many factors they may be dealing with.

    The second article focuses on the accessibility of school library materials and support during the beginning of the COVID-19 pandemic. Students with access to digital library resources outperformed students who did not have access to the school’s library materials. I would implement a more critical ethnographic approach (Magnus et al., 2018) by contacting parents who are not tech-literate and helping them navigate the library website and the resources available to their children through the school’s library. I would approach parents about technology in a way that is not condescending and in the parent’s primary language. I know first-hand that some parents are reluctant to ask for help out of embarrassment due to their lack of education and the language barrier. I feel that this would positively impact parental involvement in their children's education.



Magnus, E., Belanger, J., & Faber, M. (2018). Towards a Critical Assessment Practice.


Nielen, T. M. J., & Bus, A. G. (2015). Enriched School Libraries: A Boost to Academic Achievement. 1(4), 233285841561941. https://doi.org/10.1177/2332858415619417


Soulen, R. R., & Tedrow, L. (2021). Students’ frequency of access to school library materials in transformative times. 96100062110377. https://doi.org/10.1177/09610006211037721

Artificial Intelligence (AI) in Libraries

Guerra, Chris

Subaveerapandiyan, A. (2023). Application of Artificial Intelligence (AI) in libraries and its impact on library operations review. Library Philosophy and Practice, 1–19.

Summary: The article provides a comprehensive overview of the role and impact of Artificial Intelligence (AI) in the library sector. It includes an extensive review of literature and research studies that explore various aspects of AI application in libraries. The focus is on how AI technologies are being utilized to enhance library operations, improve user experience, and contribute to the development of smarter library services. The article discusses different AI tools and systems being implemented in libraries, such as intelligent information retrieval, digital curation, and AI-based chatbots for customer service. It also examines the influence of AI on library management and service provision, highlighting advancements like automated metadata handling, and AI's role in facilitating efficient access to library resources.

Evaluation: This article offers numerous insights into the integration of AI in libraries, particularly in the context of collection development. AI's potential to revolutionize collection development is evident through its capabilities in analyzing large datasets, predicting user preferences, and automating cataloging processes. This can lead to more efficient and user-centric collection management, where libraries can leverage AI to curate collections that are more aligned with user needs and trends. However, the article also underscores the need for careful consideration of ethical implications and the challenges posed by AI, such as ensuring data privacy and addressing the digital divide. Ultimately, this discussion about AI's role in enhancing library services, including collection development, is both timely and relevant, as it offers a roadmap for libraries to adapt to technological advancements while being mindful of the potential pitfalls. And as such, this article serves as a crucial resource for library professionals seeking to understand and harness AI's power in collection development and other areas of library science.

The Place for Artists' Books in Library Collections

Wemhoff, Ashley

An Article Review of "Acquiring Artists' Books at Art Book Fairs: Dynamic Collection Development Practices" by Joey Vincennie

Vincennie, J. (2022). Acquiring artists’ books at art book fairs: Dynamic collection development practices. Art Documentation, 45(2), 257–268. https://doi.org/10.1086/725520 

Summary:

This article discusses the practice of acquiring artists' books for library collections. During art fairs artists may sell books showcasing some of their collected works. The author of this article seeks to understand what kinds of libraries add these materials to their collections and contemplate why art fairs aren't used more for collection development. To begin they discuss briefly the history of art book fairs.

They describe art book fairs as, "venues for artists and publishers to sell their materials to the public. Materials one can generally find at an art book fair include artists’ books, zines, photobooks, artist multiples, rare books, magazines, posters, and ephemera."

While the author notes that art book fairs vary in size, they observe that these events provide a wonderful opportunity for librarians to connect with local artists, learn about artists' trades, and curate a collection of books to add to they library. 

After an examination of literature that discusses the collection of art books in libraries, the author goes on to present their findings from an online survey they collected from academic and special library respondents. From the results they found that 89.3% used art fairs as a place to build their art book collections, 57.1% used a virtual art book fair for collection development, and 75% had collections policies in place for the acquisition of art books specifically.

Evaluation 

The author of this article acknowledges that they would have liked to get responses from school and public librarians in their survey results, but they simply didn't get any feedback. There certainly could be some merit for these two library types to utilize art fairs as a collections development tool, but I have a feeling that it is mostly academic libraries and art libraries the utilize this resource. 

A brief discussion on how virtual art fairs are becoming more commons since the COVID-19 pandemic show that art fairs are becoming more accessible for rural librarians or for those who have limited budgets. Before reading this article I had not considered using art fairs to find materials for a library collection. I appreciated this author's nuanced discussion on how art is often subjective and librarians need to consider the community when acquiring art for a library collection.

If you are looking for an example of what art books visually look like, check out https://www.artbook.com/, one of the leading sellers for art books globally.

A university-wide collaborative effort to designing a makerspace at an academic health sciences library

Herron, J., & Kaneshiro, K. (2017). A university-wide collaborative effort to designing a makerspace at an academic health sciences library. Medical Reference Services Quarterly, 36(1), 1–8. https://doi.org/10.1080/02763869.2017.1259878

Summary:

Herron and Kaneshiro’s article presents the process taken by the Ruth Lilly Medical Library’s new Tech Team at the Indiana University School of Medicine in designing and creating a makerspace. A heavy emphasis is made on the collaboration between the Tech Team and a variety of campus groups and departments. The paper is structured in a way that parallels the steps in which the Tech Team took in their process. First, conducting an environmental scan consisted of accumulating resources, meeting with other staff members with 3D printing expertise, and identifying who would be potential user groups. This collaborative step of speaking with students, staff, and faculty informed the Tech Team’s proposed focus for the makerspace to provide a gateway to 3D printing and prototyping. The team promoted the new service through word of mouth, sample prints, and an opportunity fair while the physical space was renovated to better serve as a makerspace. This paper offers a comprehensive synthesis of the collaborative process taken by the Tech Team in designing and building a successful makerspace within an academic library. 

Evaluation:

The relevance of Herron and Kaneshiro’s article lies in its value to academic libraries who are at the beginning of their journey to design and build their own makerspaces. The emphasis on collaboration between library staff and other university members provides valuable insight for library staff unfamiliar with makerspaces as they can gain a network of connections in their own campus community. Another significant takeaway from this article is how the Tech Team strategized to differentiate their new space from other similar 3D printing labs in the university. This resource can help library staff to position their own makerspaces in relation to specialized academic libraries, such as medical academic libraries in this case.