Library and information service delivery in the artificial intelligence age

Abstract

This study examines librarians’ perceptions, readiness, and use of Artificial Intelligence (AI) in academic, public, special, and school libraries throughout Ghana. Guided by the Technology Acceptance Model and Sociotechnical Systems Theory, this study evaluates how perceived usefulness, ease of use, organizational preparedness, and ethical concerns influence librarians’ behavioral intentions toward AI adoption. A mixed-methods approach was used, combining quantitative data from 250 librarians with qualitative insights from 15 key informant interviews. Quantitative findings showed that librarians are highly aware of AI (M = 4.36) and consider it useful (overall PU mean = 4.06). However, they lack extensive technical training and institutional readiness (STS mean = 3.36). Regression analysis indicated that Perceived Usefulness (β = 0.46), Ease of Use (β = 0.28), and Organizational Readiness (β = 0.21) significantly predict behavioral intention (R² = 0.68, p < 0.001). A comparative analysis revealed that academic and special libraries are better prepared due to stronger ICT infrastructure, while public and school libraries face resource and capacity challenges. Qualitative results support these trends, emphasizing AI’s role in improving efficiency, automating cataloging, and enhancing user support. Participants also expressed concerns about ethical regulation, data privacy, and the potential for AI to displace jobs. Librarians called for “continuous professional development, AI literacy integration in Library and Information Science curricula,” and “national policy frameworks to guide ethical implementation.” The study concludes that libraries need a “holistic approach” to AI adoption, balancing new technology with values, prioritizing people. Libraries can leverage AI to provide more innovative, inclusive, and sustainable information services for the knowledge society.