Reference Chatbots in Canadian Academic Libraries
Abstract: Chatbots are “computer agents that can interact with the user” in a way that feels like human-to-human conversation. While the use of chatbots for reference service in academic libraries is a topic of interest for both library professionals and researchers, little is known about how they are used in library reference service, especially in academic libraries in Canada. This article aims to fill this gap by conducting a web-based survey of 106 academic library websites in Canada and analyzing the prevalence and… Show more
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Cited by 4 publications
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Purpose This study aims to explore the capabilities, limitations and potential of ChatGPT applicable to online reference services in academic libraries. Design/methodology/approach This study used the method of qualitative content analytics to assess the general capabilities of ChatGPT applicable in academic libraries. Two experienced academic librarians had face-to-face interactions with ChatGPT by asking ten most common questions often asked by faculty and students at the Georgia Southern University Libraries (https://library.georgiasouthern.edu/). To examine the ChatGPT’s applicability and capability, they also compared the ChatGPT with a popular online chat reference tool called LibChat, which is now widely used in academic libraries in 91 countries worldwide. Findings It was found that as an artificial intelligence (AI)-powered real-time chatbot ChatGPT could effectively provide faculty and students with general guidance on locating the needed information resources and services in academic libraries, though its responses might not be accurate or truthful all the time. Embedded into the LibAnswers system of the Springshare’s products (www.springshare.com/libanswers/), LibChat serves as a real-time online chat tool used by academic libraries for reference services, but it is only available during the regular librarians' duty hours. This technical limitation does not meet the dynamic needs of faculty, students, staff, and local community users. Only well-optimized AI-driven chat products like ChatGPT could provide 24/7 online services to support uninterrupted academic library services in the future. Research limitations/implications This study only examined the general capability and potential of ChatGPT3.5 in specific subject areas. Additional studies are needed to further explore how the latest capabilities of ChatGPT4.0 or newer version, such as its text-to-image, text-to-speech, text-to-text, text-to-video and Web search, could impact future reference services of academic libraries. ChatGPT’s primary optimization and upgrades in the future may also change and impact this study's findings. The comparison between ChatGPT and LibChat presents a significant breakthrough of the generative AI technology in academic libraries. This comparative study encourages more academic experts, faculty, librarians and scholars to track the advance of generative AI applications, including ChatGPT, adopted in academic learning environments. In addition, the ChatGPT's complete capability and potential enhanced and integrated in the future may go beyond what this study evaluated. Originality/value This study examined the strengths and weaknesses of ChatGPT applicable to reference services of academic libraries. Through a comparison between ChatGPT and LibChat, this study suggests that optimized AI online chatbots still have a long way to go to meet the dynamic needs of faculty and students in the ever-changing academic learning environments. To contribute to the existing research literature focusing on the rise of generative AI tools such as ChatGPT, this study provides a valuable reference for the applicability of generative AI applications in academic libraries to promote more library creation and innovation in the coming years of the 21st century.
Purpose This study aims to explore the capabilities, limitations and potential of ChatGPT applicable to online reference services in academic libraries. Design/methodology/approach This study used the method of qualitative content analytics to assess the general capabilities of ChatGPT applicable in academic libraries. Two experienced academic librarians had face-to-face interactions with ChatGPT by asking ten most common questions often asked by faculty and students at the Georgia Southern University Libraries (https://library.georgiasouthern.edu/). To examine the ChatGPT’s applicability and capability, they also compared the ChatGPT with a popular online chat reference tool called LibChat, which is now widely used in academic libraries in 91 countries worldwide. Findings It was found that as an artificial intelligence (AI)-powered real-time chatbot ChatGPT could effectively provide faculty and students with general guidance on locating the needed information resources and services in academic libraries, though its responses might not be accurate or truthful all the time. Embedded into the LibAnswers system of the Springshare’s products (www.springshare.com/libanswers/), LibChat serves as a real-time online chat tool used by academic libraries for reference services, but it is only available during the regular librarians' duty hours. This technical limitation does not meet the dynamic needs of faculty, students, staff, and local community users. Only well-optimized AI-driven chat products like ChatGPT could provide 24/7 online services to support uninterrupted academic library services in the future. Research limitations/implications This study only examined the general capability and potential of ChatGPT3.5 in specific subject areas. Additional studies are needed to further explore how the latest capabilities of ChatGPT4.0 or newer version, such as its text-to-image, text-to-speech, text-to-text, text-to-video and Web search, could impact future reference services of academic libraries. ChatGPT’s primary optimization and upgrades in the future may also change and impact this study's findings. The comparison between ChatGPT and LibChat presents a significant breakthrough of the generative AI technology in academic libraries. This comparative study encourages more academic experts, faculty, librarians and scholars to track the advance of generative AI applications, including ChatGPT, adopted in academic learning environments. In addition, the ChatGPT's complete capability and potential enhanced and integrated in the future may go beyond what this study evaluated. Originality/value This study examined the strengths and weaknesses of ChatGPT applicable to reference services of academic libraries. Through a comparison between ChatGPT and LibChat, this study suggests that optimized AI online chatbots still have a long way to go to meet the dynamic needs of faculty and students in the ever-changing academic learning environments. To contribute to the existing research literature focusing on the rise of generative AI tools such as ChatGPT, this study provides a valuable reference for the applicability of generative AI applications in academic libraries to promote more library creation and innovation in the coming years of the 21st century.
Purpose This paper is the genesis for robots and robotic technology and their introduction to the Caribbean Academic library community. This paper aims to explore the specific areas that this technology can improve as well as their adaptability and dynamic yet multifaceted nature it possesses. Design/methodology/approach A thorough assessment of literature was done of all developed libraries that are employing the services of robots and robotic technology in their daily operations. Additionally, a meticulous analysis was done of all Caribbean Libraries that have explored, are currently exploring or actively explored the implementation of robots and robotic technology for effective use in their libraries. Findings Seamless functionality as well as the reduction of mundane repetitive tasks by library staff is at the fore. Efficacy and heightened levels of accuracy are also found to be a great factor for implementation as well as speed of retrieval and offsite storage are further benefits to the implementation of robots and robotic technology. Research limitations/implications This research primarily assessed material on robotics and robotic technology that offers unprecedented efficacy and accuracy in the processing of information and tasks assigned as well as smooth location and retrieval of library material resulting in reduction in wait time for all library users. Originality/value To the best of the author’s knowledge, this paper is the first of its kind and is intended to trigger a “light bulb” in the minds of decision-makers and managers of Library spaces as to the potential robots and robotic technology has on fostering greater levels of efficacy in certain key areas of libraries and help improve user services while adding to the theoretical body of knowledge available in the field on this fast rising area.
Academic Libraries Can Develop AI Chatbots for Virtual Reference Services with Minimal Technical Knowledge and Limited Resources
A Review of: Rodriguez, S., & Mune, C. (2022). Uncoding library chatbots: Deploying a new virtual reference tool at the San Jose State University Library. Reference Services Review, 50(3), 392-405. https://doi.org/10.1108/RSR-05-2022-0020 Objective – To describe the development of an artificial intelligence (AI) chatbot to support virtual reference services at an academic library. Design – Case study. Setting – A public university library in the United States. Subjects – 1,682 chatbot-user interactions. Methods – A university librarian and two graduate student interns researched and developed an AI chatbot to meet virtual reference needs. Developed using chatbot development software, Dialogflow, the chatbot was populated with questions, keywords, and other training phrases entered during user inquiries, text-based responses to inquiries, and intents (i.e., programmed mappings between user inquiries and chatbot responses). The chatbot utilized natural language processing and AI training for basic circulation and reference questions, and included interactive elements and embeddable widgets supported by Kommunicate (i.e., a bot support platform for chat widgets). The chatbot was enabled after live reference hours were over. User interactions with the chatbot were collected across 18 months since its launch. The authors used analytics from Kommunicate and Dialogflow to examine user interactions. Main Results – User interactions increased gradually since the launch of the chatbot. The chatbot logged approximately 44 monthly interactions during the spring 2021 term, which increased to approximately 137 monthly interactions during the spring 2022 term. The authors identified the most common reasons for users to engage the chatbot, using the chatbot’s triggered intents from user inquiries. These reasons included information about hours for the library building and live reference services, finding library resources (e.g., peer-reviewed articles, books), getting help from a librarian, locating databases and research guides, information about borrowing library items (e.g., laptops, books), and reporting issues with library resources. Conclusion – Libraries can successfully develop and train AI chatbots with minimal technical expertise and resources. The authors offered user experience considerations from their experience with the project, including editing library FAQs to be concise and easy to understand, testing and ensuring chatbot text and elements are accessible, and continuous maintenance of chatbot content. Kommunicate, Dialogflow, Google Analytics, and Crazy Egg (i.e., a web usage analytics tool) could not provide more in-depth user data (e.g., user clicks, scroll maps, heat maps), with plans to further explore other usage analysis software to collect the data. The authors noted that only 10% of users engaged the chatbot beyond the initial welcome prompt, requiring more research and user testing on how to facilitate user engagement.
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