Preparing library and information studies students for an AI-driven future: student perceptions and curriculum insights from the iSchool at University College Dublin (UCD), Ireland
DOI:
https://doi.org/10.47989/ir31iConf64119Keywords:
Artificial intelligence, LIS education, LIS students, Self-perceptionAbstract
Introduction. This paper reports on a study of MLIS (Master of Library and Information Studies) and Graduate Diploma LIS students at UCD’s iSchool, examining their perceptions of AI’s impact on the LIS workplace, its influence on their professional competence and preparedness for roles requiring AI knowledge and skills, and the AI-related content they deem essential for the curriculum.
Method. An anonymous online survey was conducted targeting MLIS and Graduate Diploma LIS students at UCD’s iSchool in Dublin, Ireland.
Analysis. A mixed-methods analysis of the survey data was used. Quantitative responses were analysed using SurveyMonkey's reporting features, while qualitative responses to two open-ended questions were coded thematically in Microsoft Excel.
Results. The results reveal students’ ambivalence and ethical concerns about AI’s impact on their profession, alongside interest in developing AI competencies. They recognise efficiency benefits but emphasise human-centred services and call for integrating ethics, privacy, and AI literacy into the curriculum to prepare for evolving roles.
Conclusion. AI offers efficiency and workflow improvements for LIS, but students’ ethical concerns highlight the need for curricula that combine technical engagement with critical reflection to prepare graduates for responsible use.
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