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\"This book explores background information on outreach and instruction efforts by digital library practitioners, detailed survey results from practitioners themselves, and instructional ideas such as drop-in class sessions, course-integrated instruction, training, and ways digital library practitioners can contribute to the Open Educational Resources (OER) and open pedagogy movements\"-- Provided by publisher.

The article discusses the pedagogical background on which the design of the online tutorial Søk & Skriv ('Search and Write') is based. The tutorial Søk & Skriv is specially designed for distance learning students, but can also be used by students on campus. Søk & Skriv aims at increasing students' information and digital literacy with the ultimate goal of empowering them to gradually become legitimate members of the academic community, as well as lifelong learners. Further, the tutorial sets out to make a contribution to the pedagogical development of user education at the academic library. The article shows how a general didactical model, namely the didactical relationship model (Hiim & Hippe, 1998), has been applied to enrich information literacy education practice, and in this case specifically, to enrich the design of online education.

[Purpose/Significance] Digital literacy education has become the new educational mission of university libraries. Clarifying the user's perception and utilization mechanism of digital literacy knowledge and optimizing the representation of digital literacy knowledge can promote university libraries to achieve satisfying results in digital literacy education. Based on the frontier of representation theory, this study innovatively puts forward the concept of \"sensory digital literacy education\", constructs a three-dimensional knowledge perception model including action, image and symbolic representation, and reveals the mechanism of digital literacy knowledge representation and user perception behavior through empirical research. It provides a theoretical anchor for the paradigm shift in library education from tool skills training to cognitive skills training. The \"cognition-practice-innovation\" teaching system and the \"three-in-one\" resource construction framework proposed in the study effectively connect the knowledge representation theory with the educational practice scene, and provide a viable way for the three-dimensional implementation of digital literacy education in colleges and universities. [Method/Process] Based on the theories of SOR, TAM and self-efficacy, the theoretical hypothesis model of users' perception and utilization of digital literacy knowledge from the perspective of representation was constructed, and was empirically verified by questionnaire and empirical study. [Results/Conclusions] Action representation, reflexive representation and symbolic representation of digital literacy knowledge all positively affect users' perceived ease of use and perceived usefulness of digital literacy knowledge; perceived ease of use has a positive impact on perceived usefulness; self-efficacy plays a positive moderating role between perceived ease of use, perceived usefulness, and user intention and behavior. Due to the limitations of space and personal energy, the shortcomings of this paper are as follows. First, the methodological level is mainly based on quantitative analysis, and the mining of qualitative dimensions such as details of teacher-student interaction and informal learning scenarios in digital literacy education is insufficient. Secondly, the research object focuses on the groups of teachers and students in colleges and universities, and the issues such as the intergenerational differences of the public's digital literacy and the professional digital literacy needs of professionals have not been covered, and the comparative study of multiple subjects can be expanded in the future. In the future, more research can be done on research methods and research objects. Through the deep coupling of representation theory and educational practice, it is expected to provide a new theoretical mirror for the cultivation of cognitive ability in the digital age, and help to build a three-dimensional educational ecology of \"technology empowerment-cognitive development-literacy transfer\".

PurposeArtificial intelligence (AI) is one of the latest digital transformation (DT) technological trends the university library can use to provide library users with alternative educational services. AI can foster intelligent decisions for retrieving and sharing information for learning and research. However, extant literature confirms a low adoption rate by the university libraries in using AI to provide innovative alternative services, as this is missing in their strategic plan. The research develops (AI-LSICF) an artificial intelligence library services innovative conceptual framework to provide new insight into how AI technology can be used to deliver value-added innovative library services to achieve digital transformation. It will also encourage library and information professionals to adopt AI to complement effective service delivery.Design/methodology/approachThis study adopts a qualitative content analysis to investigate extant literature on how AI adoption fosters innovative services in various organisations. The study also used content analysis to generate possible solutions to aid AI service innovation and delivery in university libraries.FindingsThis study uses its findings to develop an Artificial Intelligence Library Services Innovative Conceptual Framework (AI-LSICF) by integrating AI applications and functions into the digital transformation framework elements and discussed using a service innovation framework.Research limitations/implicationsIn research, AI-LSICF helps increase an understanding of AI by presenting new insights into how the university library can leverage technology to actualise innovation in service provision to foster DT. This trail will be valuable to scholars and academics interested in addressing the application pathways of AI library service innovation, which is still under-explored in digital transformation.Practical implicationsIn practice, AI-LSICF could reform the information industry from its traditional brands into a more applied and resolutely customer-driven organisation. This reformation will awaken awareness of how librarians and information professionals can leverage technology to catch up with digital transformation in this age of the fourth industrial revolution.Social implicationsThe enlightenment of AI-LSICF will motivate library professionals to take advantage of AI's potential to enhance their current business model and achieve a unique competitive advantage within their community.Originality/valueAI-LSICF development serves as a revelation, motivating university libraries and information professionals to consider AI in their strategic plan to enable technology to support university education. This act will enable alternative service delivery in the face of unforeseen circumstances like technological disruption and the present global COVID-19 pandemic that requires non-physical interaction.

Purpose The purpose of this paper is to share the experience of a university library in response to the COVID-19 pandemic since early March 2020. The paper describes the library’s position during the crisis and illustrates the uncharted challenges that the pandemic has posed to its digital services. Furthermore, it details how the library has adapted some existing services into a digital format and explored new initiatives/practices to support the university’s full online teaching and learning since March 23, 2020. Design/methodology/approach This paper describes the library’s various digital services that are used to meet the needs of its end-users during the COVID-19 pandemic. The approaches used are the authors’ personal experiences working at an academic library, observations of the library’s responses with regards to its digital services, as well as their reflections on what can be considered for development now and in the future. It highlights the current initiatives and best practices for digital library services during a public health crisis. Findings This paper aims to make other university libraries aware of what the library has implemented with providing digital services to its teaching faculty and students during the pandemic. It also describes the challenges and implications for the library professionals working in-house and remotely. Originality/value This paper is of great value in providing insights and practical solutions responding to the global health crisis for other libraries that are coping with the similar challenges for digital library services.

Purpose This study aims to investigate whether students would accept augmented reality technology in Al Ain University (AAU) libraries as part of digital library services. Design/methodology/approach This study used a modified technology acceptance model–based survey instrument for data collection. Data was collected through an online questionnaire, which was sent to 400 students via email in March 2023. Out of the total participants, 176 students completed the questionnaire. Findings This study found that AAU students have a positive perception of augmented technology use in the library. They believe that augmented technology will be useful and easy to use, and students are willing to use it to access library resources and services. Originality/value This study contributes to the digital library perspectives in academic libraries.

PurposeThis research aims to discover the relationship between social media usage (SMU) and the critical thinking ability (CTA) of university students, and to answer the question that whether social media dependence (SMD) affects the development of CTA, and thus providing a reference for the social media access strategy of academic libraries from the perspective of media information literacy.Design/methodology/approachThe research data were collected via 300 valid questionnaires whose respondents are students from three universities in China. Multistage stratified cluster sampling method was used to select the respondents, which guarantees statistical representativeness. A pre-test was conducted to ensure the validity of the questionnaire.FindingsIt is shown that the total score of CTA and the six sub-dimensions are significantly positively correlated with SMU, but strongly negatively correlated with SMD. Based on the mediating effect testing, it is discovered that the degree of SMD can affect the promoting relations between the usage intensity of social media (UISM) and CTA. Clearly, SMU is a double-edged sword. While it narrows the digital gap in terms of accessibility, it widens the digital gap in terms of usage.Originality/valueThe differences in SMU have a significant impact on the development of CTA of university students. This inspires us to consider the ability of “using social media in a balanced way” as an important evaluation and training direction when inquiring media literacy. As social media is becoming a critical channel in cultivating individual's thinking skills, it is highly suggested that the amount of time spent on reading fragmented information on the internet should be controlled.

Once the COVID-19 crisis is over, will everything” return to normal” or will we instead witness an ongoing boom in online learning? A time of crisis is an opportunity for all education systems to look to the future; there is enormous potential for digital technology in mathematics education, regardless of the impact of COVID-19. In this paper, the researcher focuses on answering two research questions: (1) Is COVID-19 the gateway for digital learning in mathematics education? (2) What type of digital technology is being used in mathematics education during the COVID-19 pandemic? The study also provided a discussion on the implications that such digital technologies could have on research into the field of mathematics education and practice in addition to suggestions for future research directions on this topic. Interviews were chosen as techniques for the purpose of this research, which were undertaken with hundred and twenty mathematics teachers from different secondary schools in the Kingdom of Saudi Arabia. The researcher found that 98% of participants believed that COVID-19 is the gateway for digital learning in mathematics education. In addition, 97% claimed that the use of online education by schools had expanded greatly following the coronavirus outbreak. This has resulted in various forms of software being used to facilitate communicate between teachers and students included mobile technologies, touchscreens and pen tablets, digital library and designing learning objects in mathematics education, Massive Open Online Courses (MOOCs) in mathematics, and computer algebra systems (CAS) such as Mathematical, Maple, MuPAD, MathCAD, Derive and Maxima.

In the field of higher education, generative artificial intelligence (GenAI) has become a revolutionary influence, shaping how students access and use library resources. This study explores the intricate balance of both positive and negative effects that GenAI might have on the academic library experience for higher education (HE) students. The key aspects of enhanced discovery and retrieval, personalization and engagement, streamlined research processes, and digital literacy and information evaluation potentially offered through using generative AI will be considered. These prospective advantages to HE students offered by using GenAI will be examined through will be examined through the theoretical framework of the Technological Acceptance Model (TAM) introduced by Davis et al. in 1986, which suggests that perceived usefulness and perceived ease of use are key factors in determining user acceptance and utilization of technology. The adoption of GenAI by higher education students will be analyzed from this viewpoint before assessing its impact on their use of library resources.

Libraries are one of the measuring tools universities use to improve rankings in Webometrics; already, web-based libraries are an added value for universities. This study aims to determine the library Website’s impact on students’ satisfaction at USU and the Website’s performance. The methodology of the study is mixed. The sample determination used purposive sampling and obtained the results of 350 respondents who used the library website The findings show that usability, user, service, and interface quality positively affect user satisfaction. The research results passed the validity, reliability, and partial (t) tests. Next, the performance measurement results of the USU Library website are below the indicator. The study found a positive relationship between quality and user satisfaction, although the site’s performance could be improved.