The use of generative AI tools for students’ research support within higher education institutions' libraries: a systematic literature review
DOI:
https://doi.org/10.47989/ir31263101Keywords:
Generative AI, Research support, Higher education, Academic libraries, Information literacy, Digital literacyAbstract
Introduction. The growth of the knowledge economy has led to the adoption of artificial intelligence (AI) tools in society, bringing opportunities and challenges in higher education. This study investigates the use of generative AI (genAI) tools for students’ research support within academic libraries and identifies emerging trends and research themes in the literature.
Method. The PRISMA guidelines were applied to the Web of Science database to collect relevant publications: seventy-one publications were selected for analysis from 256 identified items.
Analysis. We used VOSViewer software to analyse the seventy-one publications. The keyword analysis through VOSViewer allowed the identification of the research hotspots and the research focus areas.
Results. The reviewed publications covered eighteen research areas, highlighting the interdisciplinary nature of generative AI. Three research clusters representing three research areas were identified using VOSViewer. First, generative AI is reshaping the learning experiences of students in higher education; secondly, the role of academic libraries is evolving to accommodate changes brought forth by such tools; and thirdly, ChatGPT and other chatbots are being used to improve reference services for students.
Conclusion. This study highlights key trends, identifies research gaps, and suggests future directions for using generative AI tools within academic libraries to support students in their research activities, which could be extended into information literacy programmes.
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