Choose one of the resources above and write a 400-word analysis that addresses the following issues:
What is the potential for the future of an organisation you are familiar with?
What impact might the future have on us as information professionals?
Libraries are struggling to stay current in a world dominated by ever-changing digital technologies (Hervieux & Wheatley, 2021). Providing innovative services that engage and support the latest technologies, such as the maker space movement, has been the focus of libraries and librarians in recent times (Hervieux & Wheatley, 2021). One of the most prominent technological trends in the last two decades has been in the field of Artificial Intelligence (Hervieux & Wheatley, 2021). Artificial Intelligence is concerned with computer systems that display some form of intelligence, such as learning new tasks, reasoning and evaluating the world around us (Msauki, 2021).
In my school library context, there is great potential to utilise Artificial Intelligence in order to enhance library services and motivate tech-savvy students to be active library members. This would be attained by applying the principles of AI to the library, for example through a computer programme that can monitor the books that come in and out, rather than having to scan the books manually. However, I will need to educate myself in the main functions of these systems, as well as their relevance in my school library context, before implementing this technology in the library (Hervieux & Wheatley, 2021). This could be done through attending specialised professional learning sessions delivered by experts in Science and Technology.
After gaining knowledge about artificial intelligence and its potential use in education, I would be able to liaise with STEM teachers in order to apply this technology to learning programs. For example, new lessons about this emerging field may be embedded in current units of work. These lessons can then be taught in the library space through a partnership between the teacher librarian and STEM teachers. The students can be encouraged to work collaboratively on inquiry-based learning projects that require them to create a robot that would perform basic library duties, such as answering routine questions and stacking books on shelves (Axelsson, 2019). The students could design a prototype of this robot on their devices by consulting relevant resources online with the STEM teacher’s assistance. This type of deep learning would promote the acquisition of all 21st century skills, namely real-world problem solving, critical thinking, using ICT purposefully and collaboration. Such an innovative endeavour will not only teach students the main characteristics and creative scope of artificial intelligence, but also provide the opportunity for them to design a robot in real life.
The advent of the Internet and consequent development of cutting edge technologies, has forever changed the modern educational landscape. The field of AI holds great promise for schools and libraries. Students need to be taught the skills that will enable them to understand technological problems that may not exist yet, but that will probably materialise in the not too distant future.
References
Axelsson, M. (2019). The little robot that lived at the library [Blog post].https://towardsdatascience.com/the-little-robot-that-lived-at-the-library-90431f34ae2c
Hervieux, S., & Wheatley, A. (2021). Perceptions of artificial intelligence: A survey of academic librarians in Canada and the United States. The Journal of Academic Librarianship, 47(1), 102270. https://doi.org/https://doi.org/10.1016/j.acalib.2020.102270
Msauki, G. (2021) Library 4.0 and sustainable development: Opportunities and challenges. In, J. P. Chigwada & N. M. Nwaohiri (Eds.), Examining the Impact of Industry 4.0 on Academic Libraries. Emerald Publishing Limi