ridging the Gap: The Role of Librarians in Facilitating AI Integration in Library Instruction

Faculty Attitudes Toward Librarians Introducing AI in Library Instruction Sessions

Presented by Beth Evans, Associate Professor at Brooklyn College, City University of New York

Introduction

Beth Evans delivered a presentation discussing the role of librarians in introducing artificial intelligence (AI) tools in library instruction sessions. With over 30 years of experience at Brooklyn College's library, she explored faculty perspectives on the use of AI in academic settings and the potential implications for library instruction.

Background

Evans noted that AI technologies like ChatGPT have the potential to augment, support, or even replace certain library functions, such as reference services, instruction, and technical services. Recognizing the transformative impact of AI, she sought to understand faculty attitudes toward AI and whether they would welcome librarians incorporating AI tools into their instruction sessions.

Research Methodology

In the fall of 2023, Evans conducted a survey targeting faculty members at Brooklyn College. Key aspects of the survey included:

• Distributed to 199 faculty members.
• Received 74 responses, representing a response rate of approximately 37%.
• Respondents came from various departments, with the largest representation from English, History, and Sociology.
• Questions focused on faculty's introduction of AI in their courses, their attitudes toward AI, and their openness to librarians discussing AI in instruction sessions.

Survey Findings

Faculty Introduction of AI in Courses

Evans explored how faculty members addressed AI in their teaching:

• Proactive Introduction: Some faculty included AI tools in their syllabi, assignments, or class discussions.
• Student-Initiated Discussions: In a few cases, students brought up AI topics during classes.
• No Introduction: A portion of faculty did not introduce AI topics at all.

Methods of Introducing AI

Among faculty who addressed AI:

• Rule Setting in Syllabi: Establishing guidelines on AI usage in course policies.
• Class Discussions: Engaging students in conversations about AI's role and impact.
• Assignments Involving AI: Incorporating AI tools as part of coursework to critically evaluate their utility.

Faculty Attitudes Toward AI

Faculty responses reflected a spectrum of attitudes:

1. Prohibitive

Some faculty strictly prohibited the use of AI tools, expressing concerns about academic integrity and potential threats to human creativity and critical thinking.

2. Cautionary

Others cautioned students about relying on AI, highlighting limitations and encouraging transparency if AI tools were used.

3. Preventative

Certain faculty designed assignments that were difficult or impossible to complete using AI tools, thereby discouraging their use.

4. Proactive Utilization

A group of faculty embraced AI, integrating it into their teaching to enhance learning outcomes:

• Using AI for media literacy discussions.
• Employing AI to improve cover letters in business courses.
• Assigning comparative analyses between AI-generated content and traditional research tools like PubMed.

Faculty Concerns About Librarians Introducing AI

When asked whether they were concerned about librarians introducing AI in library instruction sessions:

• Majority Not Concerned: Most faculty members were open to librarians discussing AI tools.
• Supportive of Librarian Expertise: Many acknowledged librarians as information experts capable of providing balanced and ethical guidance on AI.
• Strong Opposition: A minority expressed strong opposition, fearing AI as a threat to human flourishing and academic integrity.

Additional Faculty Comments

Faculty provided further insights:

Ambivalence and Hesitation

• Some were uncertain about AI's role and expressed a need for more understanding before fully integrating it.
• Concerns about keeping pace with rapidly evolving technology and its implications for cheating and academic dishonesty.

Recognizing the Inevitable Presence of AI

• Acknowledgment that AI is prevalent and students need to be educated about its use.
• Emphasis on not burying heads in the sand and preparing students for real-world applications where AI is utilized.

Desire for Collaboration with Librarians

• Faculty expressed interest in workshops and collaborations led by librarians to explore AI tools constructively.
• Appreciation for librarians' efforts to assist both students and faculty in understanding AI's prevalence and uses.

Conclusion

Beth Evans concluded that while faculty attitudes toward AI vary widely, there is significant openness and even enthusiasm for librarians to take an active role in introducing and educating about AI tools in library instruction sessions. Librarians are viewed as information experts well-equipped to navigate the ethical, practical, and pedagogical aspects of AI in academic settings.

Implications for Librarians

Based on the survey findings:

• Librarians have an opportunity to lead in AI literacy education, providing balanced perspectives on AI tools.
• Collaboration with faculty is essential to ensure that AI integration aligns with course objectives and academic integrity policies.
• There is a need to address concerns and misconceptions about AI, tailoring approaches to different disciplines and faculty attitudes.

Contact Information

For further information or collaboration opportunities, you can contact Beth Evans:

• Email: bevans@brooklyn.cuny.edu
• Affiliation: Brooklyn College Library, City University of New York

Note: The final slide of the presentation included an AI-generated image using the tool "Tome" with the theme "Ocean."