Enhancing digital reading with AI: Exploring library and information science students’ awareness and utilisation

Abstract

Problem Statement Everyone owning or accessing digital devices such as phones, laptops, computers or tablets consciously or unconsciously engaged in digital reading. Moreover, the evolution of AI has transitioned digital reading to a new level. This study explores students’ awareness and utilisation of AI for enhancement of their digital reading. Method Employing narrative design, data was collected from 27 students of Library and Information Science in Kwara State, Nigeria. The participants were purposively selected because of the researchers’ observations of their knowledge about different AI tools and their proficiencies in reading with the AI tools. Semi-structured interview was held with the participants. Results Findings showed that the students are aware of and used ChatGPT, Readpo, Texti and Speechify to skim or scan in order to identify the main points associated with their academics such as assignments, projects and forming notes. Furthermore, findings showed that reading with AI breaks down the key points about ideas, saves time in knowing details, summarizes and repackages information in ways that suit the students’ need. However, the challenges limiting the benefits of reading with AI tools include lecturers’ discouragements, grammatical complexities and risky for intellectual development. Conclusion This study concludes that AI enhances the digital reading experience of the students by significantly changing the sources students consult in accessing information and enriching their knowledge. One of the recommendations of this study is that Library and Information Science (LIS) schools in Kwara State, Nigeria, should organize seminars or workshops to train their students on AI literacy. This will equip the students with the skills of humanizing AI-generated content in order to minimize the grammatical complexities encountered in reading with AI.

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