This article investigates the role of artificial intelligence (AI) in libraries, focusing on applications and ethics. Libraries use AI to streamline operations, enhance user experiences, and manage resources; however, mass adoption raises ethical and professional dilemmas such as bias and dis/misinformation, transparency concerning development and operations, and academic integrity. AI discourse at library conferences reveals a predominant focus on adoption over ethical scrutiny. Discussions at conferences sponsored by the Music Library Association (MLA), Teaching and Learning with AI (TLWAI), the Association of Library and Information Science Education (ALISE), and the Alabama Library Association (ALLA) highlight varying engagement levels with critical issues including bias, transparency, academic integrity, and privacy. This article emphasizes the growing tension between rapidly adopting AI tools to stay relevant and methodically assessing AI’s impact prior to adoption. Theoretical perspectives from critical tech theory argue for libraries’ potential to moderate the pace and trajectory of technological development through community-centric policies and ethical frameworks. Libraries are capable of championing AI ethics, whereas many other agencies struggle, by balancing innovation with a commitment to public education, patron privacy, and intellectual freedom. Library staff must improve their own AI literacy so that they are prepared to advocate for humanistic technologies.

Data literacy is an essential research and life skill. As demand for data-savvy professionals in both technical and non-technical fields has grown, academic institutions have started to place greater emphasis on data skills across the curriculum to ensure all graduates are well prepared to succeed. This paper proposes a librarian-led approach to supporting data literacy education that prioritizes understanding data concepts before building data skills. Informed by literature and supported by two pilot programs, this concept-centered structure is highly adaptable to the specific needs and goals of a diverse campus constituency.

This case report illustrates how a scholarly communication librarian partnered with a humanities subject librarian and others to address knowledge gaps that graduate students and early career researchers at a large public research institution have about the scholarly publishing landscape. To address frequently asked questions the organizers identified from their individual experiences working with researchers, they chose a panel format where each speaker responded to a common scenario posed by a moderator. The webinar was recorded and shared internally on various sites as a reference. Feedback indicated the webinar was informative and helpful, and organizers plan to use it as a blueprint for future webinars or videos on specific topics about scholarly publishing.

With daily emergence of new digital products, educators often seek new technology for instruction. However, we seldom exhaust the capabilities of the technology already in our possession. Instruction services librarians and other educators may integrate progressive projects, learning objects, and instruction methods into instruction by employing existing tools to their full extent. One often overlooked technology is Microsoft OneNote. Serving as a digital notebook, OneNote is flexible and provides organizational support to emerging young adults beginning their research lives. This article provides perspective on applying OneNote as an organizational tool for research project management among undergraduate students.

While academic librarians have been encouraged to collaborate with writing experts to improve students’ academic writing and research competence, their collaboration is perhaps far from satisfactory due to the lack of mutual understanding. This study, therefore, interviewed writing experts to investigate their understanding of information literacy as a basis for meaningful collaboration. Findings reveal that writing experts have a simple and rough understanding of information literacy, cannot explain information literacy as a scholarly construct, and highlight the textual dimension of information literacy. Based on these findings, I suggest formal communication of information literacy theories and co-development of a text-based rubric of information literacy.

Since the release of ChatGPT for public use in November 2022, the academic world has been debating the use and merits of generative artificial intelligence (AI) in academia and academic libraries. Is ChatGPT something that librarians should adopt, or should they shun the new technology altogether? The following articles examine the possibilities of using generative AI and ChatGPT in academic libraries. Overall, the authors see positive applications for the technologies in libraries and encourage librarians to study and learn the implications of using generative AI models in academic library services.

"Thriving as a mid-career librarian: identity, advocacy, and pathways." Public Services Quarterly, 19(3), pp. 231–232