Integrating Artificial Intelligence Literacy in Library and Information Science Training in Kenyan Academic Institutions

Abstract

With the rapid technological advancements, Library and Information Science (LIS) programs should evolve to equip students in academic institutions with Artificial Intelligence (AI) skills and knowledge to meet the demands of the information profession. The objectives of this paper were to establish the current state of AI literacy in LIS training in academic institutions in Kenya, examine the extent to which AI literacy has been integrated into LIS curricula in academic institutions, identify the challenges and opportunities associated with the integration of AI literacy in academic institutions in Kenya, and propose critical recommendations that the management in academic institutions should consider for integrating AI literacy in LIS training in Kenya. The study employed a mixed-methods approach, combining qualitative and quantitative data collection methods. Quantitative data was collected through bibliometrics analysis, while qualitative data was collected using a systematic literature review and observation. Data was collected from Google Scholar using Harzing’s “Publish or Perish” software and academic institutional websites. It was analysed using Microsoft Excel, Notepad, and VOSviewer and presented using tables, graphs, and figures. The findings reveal that LIS professionals must possess essential skills and competencies in AI to meet the evolving needs of the job market. The study highlighted valuable practical insights and recommendations to the management in academic institutions on a comprehensive understanding of the opportunities and challenges presented by AI literacy in LIS training, offering a foundation for future research, policy development, and pedagogical innovation in the field.