Perception and Use of Large Language Models by Library and Information Science Students

Abstract

Large language models (LLMs) have ushered in transformative information retrieval, organisation, and dissemination possibilities. The study investigates the utilisation of LLMs by library and information science (LIS) students. A survey through a case study was done to unveil the evolving role of LLMs in LIS education and practice. Stratified and purposive sampling was used to select 59 students doing a degree in LIS at a public university in Zimbabwe. An online questionnaire was used to collect data which was analysed using content analysis. The findings showed that the students were aware of ChatGPT which they used for content generation. The major challenge was misinformation, bias, and the ethical considerations in using ChatGPT. The authors recommend the importance of training both students and educators on the ethical use of LLMs and the introduction of artificial intelligence literacy programmes. No study was done on the perception and use of LLMs by LIS students in Zimbabwe. The study contributes to a better understanding of how emerging technologies are reshaping the field and how students are at the forefront of navigating their opportunities and challenges. The results can inform curriculum development, training programs, and policy formulation for incorporating LLMs into library and information services.