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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2024
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=EJ1453206 |
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| _version_ | 1867181304384061440 |
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| author | Monica Vimbai Chatikobo Notice Pasipamire |
| author_facet | Monica Vimbai Chatikobo Notice Pasipamire Monica Vimbai Chatikobo Notice Pasipamire |
| collection | Education Resources Information Center |
| contents | Readiness to Embrace Artificial Intelligence in Information Literacy Instruction at a Zimbabwean University Monica Vimbai Chatikobo Notice Pasipamire Artificial Intelligence Computer Software Technology Uses in Education Teaching Methods Technology Integration Foreign Countries Information Literacy Librarians Library Services Familiarity Universities College Faculty Information Science Education Teacher Attitudes Barriers Leadership Role Alignment (Education) Standards Faculty Development Technological Literacy Pedagogical Content Knowledge The rapid developments in technology and the rise of artificial intelligence (AI) have prompted a need for librarians to revamp their information literacy services. This article evaluates the potential for integrating AI into information literacy (IL) instruction at Bindura University of Science Education Library (BUSEL) by employing the Artificial Intelligence Readiness Index (AIRI) and Chapnick's Framework. A case study approach was employed, gathering data from library, finance, and ICT staff through questionnaires and interviews. The results indicate that while instructors possess a basic understanding of essential AI concepts, such as human intelligence and task performance, their familiarity with AI tools varies significantly. The study revealed that BUSEL is currently unprepared for AI integration, primarily due to insufficient technological infrastructure and a lack of institutional support. There is absence of leadership influence, which has resulted in a limited understanding of AI among staff members. Although the IL curriculum aligns with relevant frameworks and standards, the library's IL content is outdated and lacks AI-related materials. Furthermore, there are no established policies to guide the integration of AI. AIRI score suggests that BUSEL is AI-aware but not fully prepared to implement it effectively. It is recommended that the library invest in enhancing its infrastructure and initiate comprehensive staff training. |
| format | Recurso educativo Open Access |
| id | eric_EJ1453206 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2024 |
| record_format | eric |
| spellingShingle | Readiness to Embrace Artificial Intelligence in Information Literacy Instruction at a Zimbabwean University Monica Vimbai Chatikobo Notice Pasipamire Artificial Intelligence Computer Software Technology Uses in Education Teaching Methods Technology Integration Foreign Countries Information Literacy Librarians Library Services Familiarity Universities College Faculty Information Science Education Teacher Attitudes Barriers Leadership Role Alignment (Education) Standards Faculty Development Technological Literacy Pedagogical Content Knowledge Readiness to Embrace Artificial Intelligence in Information Literacy Instruction at a Zimbabwean University Monica Vimbai Chatikobo Notice Pasipamire Artificial Intelligence Computer Software Technology Uses in Education Teaching Methods Technology Integration Foreign Countries Information Literacy Librarians Library Services Familiarity Universities College Faculty Information Science Education Teacher Attitudes Barriers Leadership Role Alignment (Education) Standards Faculty Development Technological Literacy Pedagogical Content Knowledge The rapid developments in technology and the rise of artificial intelligence (AI) have prompted a need for librarians to revamp their information literacy services. This article evaluates the potential for integrating AI into information literacy (IL) instruction at Bindura University of Science Education Library (BUSEL) by employing the Artificial Intelligence Readiness Index (AIRI) and Chapnick's Framework. A case study approach was employed, gathering data from library, finance, and ICT staff through questionnaires and interviews. The results indicate that while instructors possess a basic understanding of essential AI concepts, such as human intelligence and task performance, their familiarity with AI tools varies significantly. The study revealed that BUSEL is currently unprepared for AI integration, primarily due to insufficient technological infrastructure and a lack of institutional support. There is absence of leadership influence, which has resulted in a limited understanding of AI among staff members. Although the IL curriculum aligns with relevant frameworks and standards, the library's IL content is outdated and lacks AI-related materials. Furthermore, there are no established policies to guide the integration of AI. AIRI score suggests that BUSEL is AI-aware but not fully prepared to implement it effectively. It is recommended that the library invest in enhancing its infrastructure and initiate comprehensive staff training. |
| title | Readiness to Embrace Artificial Intelligence in Information Literacy Instruction at a Zimbabwean University |
| topic | Artificial Intelligence Computer Software Technology Uses in Education Teaching Methods Technology Integration Foreign Countries Information Literacy Librarians Library Services Familiarity Universities College Faculty Information Science Education Teacher Attitudes Barriers Leadership Role Alignment (Education) Standards Faculty Development Technological Literacy Pedagogical Content Knowledge |
| url | https://eric.ed.gov/?id=EJ1453206 |