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    A review of artificial intelligence implementation in academic library services
    (Stellenbosch University, 2024-08-28) Zondi, Nombuso Phamela; Epizitone, Ayogeboh; Nkomo, Ntando; Mthalane, Peggy Pinky; Moyane, Smangele; Luthuli, Mthokozisi; Khumalo, Mbalenhle; Phokoye, Samkelisiwe
    Artificial intelligence (AI) has emerged as a transformative force across various sectors, including academic libraries, offering potential paradigm shifts in operations and patron services. The imperative need for AI in educational library services stems from its myriad advantages in enhancing efficiency and service quality. Despite its promise, the integration of AI within academic libraries faces hurdles such as expertise shortages, infrastructure limitations, financial constraints, and employment concerns. This paper critically seeks to assess AI implementation in academic library services. The aim is to uncover adoption drivers and challenges in AI implementation in academic libraries. This paper conducts a comprehensive literature review to explore implementation of AI in academic libraries. The findings of the study indicate that AI implementation heralds an era of enhanced service delivery, albeit accompanied by challenges, notably in developing countries like South Africa. It also indicates that success hinges on meticulous planning, collaborative teamwork, adequate funding, and proactive promotion. Furthermore, the paper’s findings offer librarians and top management insights into navigating the adoption of AI projects within academic library settings efficiently.
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    Digital literacy instruction in academic libraries in KwaZulu-Natal
    (2022-12-01) Khumalo, Amahle; Rajkoomar, Mogiveny; Rajagopaul, Athena
    Information and Communications Technologies (ICTs) has become an integral tool in enhancing library services worldwide. ICT can be used as a tool for acquisition of digital literacy skills. The use of ICT in digital literacy education can enhance students’ digital literacy skills, which are deemed as critical in a technologically orientated society. Therefore, this explanatory sequential mixed methods study examined the extent to which Subject Librarians in academic libraries use ICTs in digital literacy instruction. The objectives of this study were to ascertain ways in which Subject Librarians use information and communication technologies for digital literacy instruction in academic libraries in KwaZulu-Natal. The study further sought to reveal whether Subject Librarians possess digital literacy skills necessary for digital literacy instruction in academic libraries. The target population for this study was Subject Librarians in traditional universities and universities of technology in KwaZulu-Natal Province, South Africa. The online survey was administered to a total of 58 Subject Librarians. As a result of an explanatory sequential, follow-up interviews were conducted with the intention of getting richer and indepth information on the use of ICT in digital literacy instruction and develop a clearer picture and understanding of digital literacy instruction in academic libraries. The findings of this study revealed that Subject Librarians use ICTs for digital literacy instruction in various ways. Almost all the respondents were in agreement that computers, projectors, PowerPoint presentations, interactive white boards and various learning management systems are to a very large extent seen as best ways of using ICTs for digital literacy instruction. While the use of various Learning Management Systems was deemed as the most effective way through which Subject Librarians use ICTs for digital literacy instruction; the findings further revealed a lack of adequate digital literacy skills among Subject Librarians. This, therefore compromises their ability to provide relevant digital literacy skills’ training. The findings suggest that Subject Librarians need more training in the proper use of ICTs in digital literacy instruction. Digital literacy is increasingly considered an essential survival skill and a fundamental life skill in the 21st century. If Subject Librarians are digitally literate, and trained to use ICT, then they will be able to provide creative and adequate digital literacy skills for students to enable them to locate resources of desired information efficiently and effectively.
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    A framework for postgraduate library services in academic libraries in KwaZulu-Natal (KZN)
    (2021-12-12) Yengwa, Iviwe Julia; Sentoo, Naresh; Rakoma, Portia
    This study investigated a framework for postgraduate library services in KwaZulu-Natal (KZN) academic libraries. The objectives of the study were: 1) to investigate if postgraduate students use library services in KwaZulu-Natal academic libraries or not; 2) to investigate challenges faced by postgraduate students when utilizing library services and 3) to investigate postgraduate students’ perceptions regarding library services in academic libraries in KwaZulu-Natal. The target population for the study were postgraduate students in KZN academic libraries. Postgraduate students were chosen for inclusion in the study using multistage sampling. Self-administered questionnaires were distributed to 336 postgraduate students in KZN academic libraries (Durban University of Technology (DUT), University of KwaZulu-Natal (UKZN) and University of Zululand (UNIZULU). Data collected was analyzed using Microsoft Excel and presented in the form of graphs and tables. Findings of the study revealed that postgraduate students were aware of library services, they accessed the library services continuously and the services were relevant to their information needs. The study further revealed that library services had a positive impact on postgraduate studies. Findings of the study also revealed that Postgraduate Librarians and Subject Librarians were playing a vital role facilitating research and providing relevant information resources. However, the study also revealed some challenges that were faced by postgraduate students when utilizing library services. Challenges such as poor internet connection, inability to access the library catalogue and inability to locate books on the shelves. It is recommended that academic libraries regularly organize training programs for postgraduate students on the use of library resources and services. Library space should be extended to accommodate more students and ensure that the environment is comfortable.
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    Employment practices of student library assistants in academic libraries in KwaZulu-Natal
    (2018) Mthembu, Queen Ncamisile; Sentoo, Naresh Ramnarain; Rakoma, Pamela Portia Thembeka
    Employing student library assistants (SLAs) has been a time-honoured tradition of academic libraries. In the library, SLAs help to staff the circulation desk during hours when librarians are not available, to answer directional or reference questions and to carry out special projects that benefit the library in various ways (Wu 2003: 141). SLAs also benefit from working in the library, not only through financial gain, but university libraries are the best training grounds for the development of their personal and professional competencies. The purpose of the study was to compare the overall employment practices of student library assistants (SLAs) in academic libraries in KwaZulu-Natal (KZN). The research project is intended to provide an understanding of the factors that affect the selection and recruitment of SLAs, their hours of work and the rate of pay. This study used the survey method as the data collection method. Two sets of questionnaires were designed for two types of respondents, namely student library assistants as well as their supervisors. The information was extracted from the questionnaires and presented in the form of graphs and tables. The study revealed that many academic libraries follow a similar pattern when selecting and recruiting student library assistants; however, issues such as duration of training provided to SLAs, and having a library guide prepared for students, tend to differ. The research findings could contribute towards assisting academic libraries in improving their service delivery and achieving their organisational mandate. Recommendations and suggestions where differences were discovered are shared.