IFLA ARL Hot Topics 2024: Current & Future Literacies [Presentation 1: AI in LIS Education in Uganda: a response strategy]

IFLA ARL Hot Topics 2024: Current & Future Literacies: Libraries Leading Literacy Development

This webinar features three global speakers on the topic of "Current & Future Literacies: Libraries Leading Literacy Development in an Age of Global Transitions" on topics of AI in LIS Education; Digital Preservation and Diversity, Equity and Inclusion in a Post-COVID-19 World ; and Advancing Literacy in the Digital Age.

Presentation 1: AI in LIS Education in Uganda: A Response Strategy by Dr. Sarah Kaddu, Dean, East Africa School of Library and Information Science.

Library and Information Science (LIS) education in Uganda began in 1963 with the establishment of the East African School of Librarianship (EASL), now the East African School of Library & Information Science (EASLIS) at Makerere University. Since then, the sector has expanded, leading to the creation of LIS departments in several universities, including Kyambogo University, Lira University, Kabale University, Uganda Christian University, Islamic University in Uganda, Ndejje University, and Uganda Institute of Information and Communication Technology. Despite this growth, LIS education remains fragile, with graduates expected to be data-driven, tech-savvy, and familiar with the latest technologies.

AI and IT present significant opportunities for LIS education, such as personalised learning through AI-powered tutoring systems, automation of repetitive tasks like cataloguing and circulation, and the use of VR and AR for information visualisation and engaging learning experiences. However, challenges persist, including the need for new literacies, digital literacy skills, and a lack of awareness among some LIS educators. The integration of AI and IT into LIS education also requires substantial resources and expertise, posing a financial burden. Ethical challenges in digital spaces further complicate this integration.

A response strategy is essential to address these challenges, ensuring LIS education in Uganda can fully leverage AI and IT advancements. Increased awareness and training for educators, investment in necessary resources, and ethical guidelines for digital practices are crucial steps towards a more resilient and modern LIS education system.

Using the author’s experience as a LIS educator, and existing literature, this presentation, therefore, aims to address these challenges and fully leverage AI and IT advancements in LIS education.

Held online on August 13, 2024

Access the webinar recording: https://tinyurl.com/5cdrybau

1. AI in LIS Education in Uganda: a response strategy S arah Kaddu (PhD) EASLIS, Makerere University, Uganda

2. Presentation outline

3. Overview of LIS Education in Uganda Historical Development Early LIS education in Uganda began with short courses and workshops. Formal LIS programmes established in the late 20th century, with Makerere University playing a pioneering role. Growth of LIS programmes in Uganda universities: Key Institutions : Makerere University, Kyambogo University, Kabale University and Lira University (Public Universities) 4 out of 11 10 Public Universities

4. Introduction: Current programmes in Uganda Universities Undergraduate Diplomas and Certificates : Various institutions offer D iploma and C ertificate Programmes in LIS. Undergraduate Programmes : Examples include Bachelor of Library and Information Science (BLIS) , Bachelor of Records and Archives Management (BRAM) Postgraduate Programmes : Master of Science in Information Science, Master of Library and Information Studies , Master of Records and Archives Management & PhD in Information Science ( Mak )

5. Artificial Intelligence Think Learn Reason Problem-solver Use language Originate ideas Augment human intelligence AI Examples Robot, Chatbot , Generative AI e.g. ChatGPT, Online plagiarism game, RFID technology & editing AI such as Grammarly

6. Examples of AI Tools & their functions AT Tool Functions ChatGPT To build a Research question and break a question into a framework in your area of study Research rabbit Finding citations, related articles, and networks Paperpal Editing services, Plagiarism checker, submission checker Research Assistant For research writing Hipi For editing videos Searching filter To retrieve information about a specific, topic research method, or study design Referencing tools For citing and referencing Gamma For writing books and presentations Scispace For literature review

7. The potential for AI & IT in LIS education_ 1 1. Enhanced Learning Experiences Personalized Learning : AI can tailor educational content to individual students’ needs, helping them learn at their own pace. Interactive Tools : Virtual and augmented reality can create immersive learning environments. 2. Efficient Information Management Automated Cataloging : AI can streamline the cataloging process, making it faster and more accurate. Data Analysis : IT tools can analyze large datasets to uncover trends and insights in library usage and research. 3. Improved Access to Resources Digital Libraries : AI can help manage and provide access to vast digital collections. Search Optimization : AI-powered search engines can improve the accuracy and relevance of search results.

8. The potential for AI & IT in LIS education_2 4. Support for Research and Development AI in Research : AI tools can assist in data collection, analysis, and even in writing research papers. Collaboration Platforms : IT can facilitate collaboration among researchers and educators globally. 5. Future-Ready Curriculum Skill Development : Teaching students about AI, machine learning, and data science to prepare them for future job markets. Continuous Learning : Encouraging lifelong learning through online courses and resources.

9. Current Challenges in Integrating AI and LIS Limited resources and funding for LIS programs and research. Need for more updated and practical curricula to meet the evolving information landscape to include AI and use of AI . Insufficient & inadequate infrastructure and technological support. Limited use of digital tools and online resources in teaching/ Inconsistent application of blended learning techniques across departments. Lack of University-wide comprehensive training programmes for staff on blended teaching methods/ Projectisation of implementing training of staff Resistance to change among some staff members.

10. Response Strategy Specific Action Plan and Activities for preparing staff in LIS to deal with AI in LIS Assessment of Current Skills: Conduct a baseline survey to assess current staff skills and needs. Incase of gaps, LIS educators need to upskill and reskill Training Programs: Review and revise curricula to reflect these technological developments Resource Allocation: Procure and distribute necessary hardware and software. Capacity building - relevant digital & AI skills and competencies Act as fora for exchanging best practices on ethical use of AI technologies in libraries Formulation of AI use policy Embrace AI use in LIS education while guarding academic integrity/Ethical concerns

11. Conclusion AI provides several opportunities and challenges for LIS Education in Uganda and Africa The integration of AI in LIS Education offers a path to greater innovation and empowerment across the continent but that requires new skills, but, which ones? LIS Training schools in Uganda can leverage AI ( Robot, Chatbot, Generative AI e.g. ChatGPT , Online plagiarism game, RFID technology & editing ai such as Grammarly ) to improve and support LIS education and research

12. Thank you for your participation !