Research Articles

Artificial Intelligence and Information Repackaging Services in Tanzanian Academic Libraries

2026-06-14T10:54:12Z

Artificial Intelligence and Information Repackaging Services in Tanzanian Academic Libraries Ponera, Jaffar M.; Matto, George; Kyumana, Valeria Rationale of study: This study examines the integration of AI in the repackaging of library services among academic libraries in Tanzania. Methodology: The study was anchored in the interpretivist paradigm, adopted a qualitative research approach, and employed a multisite qualitative exploration design. A total of 13 librarians from 13 academic libraries across the country participated in the study. Data for the study were collected through telephone interviews, in which 13 librarians were purposively selected. A documentary review was conducted to corroborate the findings from the interviews. Data collected from interviews were subjected to content analysis after transcription. Findings: The study found that most academic libraries in Tanzania have not yet begun implementing AI in their services, though a few have. Regarding awareness of AI tools for repackaging library services, the study found that a few librarians were aware of these tools and their use. At the same time, the majority were unable to demonstrate such awareness. Regarding librarians' perceptions of AI use, the majority supported its integration. Various challenges to AI integration among academic libraries in Tanzania were identified, including a lack of librarian training, high installation costs, limited AI-use skills among librarians, concerns about data privacy and security, and an absence of AI policies. Implications: The study recommended the formulation of well-written AI use policies, training for librarians on AI use, and the allocation of funds by top institutional management to facilitate AI integration. Originality: The originality lies in the use of a qualitative research approach, which provides an in-depth understanding of how academic libraries use AI in repackaging services. Published by the Regional Institute of Information and Knowledge Management P.O. Box 24358 – 00100 – Nairobi, Kenya

Information-seeking behaviour and adoption of improved sorghum farming practices in Dodoma, Tanzania

2026-04-09T09:36:44Z

Information-seeking behaviour and adoption of improved sorghum farming practices in Dodoma, Tanzania Kadilikansimba, Peter B.; Sife, Alfred S.; Machimu, Gervas M. Reliable agricultural information is vital for adopting improved sorghum practices, including certified seed use, effective pest and disease management, and reducing post-harvest losses. Guided by the Diffusion of Innovations and Information Seeking behaviour frameworks, this study examined determinants of information-seeking behaviour and its influence on adoption of improved sorghum practices among farmers in Dodoma, Tanzania. A cross-sectional survey of 399 household heads was conducted using multi-stage random sampling. Quantitative data were obtained using a structured questionnaire administered by the researcher. Qualitative data were also collected through 15 key informant interviews with extension officers and agricultural experts. Data were analysed with descriptive statistics, a linear mixed model to identify predictors of information-seeking behaviour, and binary logistic regression to assess its effect on adoption. Thematic analysis was used to examine qualitative data. Education level (β = 0.296, p = 0.008) and ownership of communication assets (β = 0.749, p < 0.001) significantly increased information-seeking behaviour. Farmers who actively sought information were four times more likely to adopt improved practices (OR = 4.03, p < 0.001), while trust in credible sources also significantly enhanced adoption (OR = 2.79, p = 0.006). Strengthening extension systems, promoting credible information channels such as community radio and mobile platforms, and supporting farmer groups can enhance informed decisionmaking and adoption of improved sorghum practices in semi-arid regions. Interventions targeting farmers’ education and access to communication tools are likely to maximise adoption outcomes. Vol. 3 (Iss. 1) 2026, pp. 500-512 African Quarterly Social Science Review https://quarterlyreview.net ISSN: 3006-3493

Adopting ChatGPTinacademic library reference services

2026-03-06T09:14:19Z

Adopting ChatGPTinacademic library reference services Ponera, Jaffar M.; Kyumana, Valeria Background: The adoption of ChatGPT in reference services delivery among academic libraries is perceived as an innovation aimed at replacing traditional reference services. Purpose: This study examines the challenges and opportunities of implementing ChatGPT in reference service delivery within academic libraries. Methods: A systematic review was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Various databases were consulted, including DOAJ, EBSCOhost, Google Scholar, and Emerald. A total of 123 articles were retrieved, of which 47 (38.2%) met the selection criteria. The study is guided by the theory of diffusion of innovation. The theory provides effective frameworks for explaining the adoption and use of technology inorganisations. Results: The findings revealed that ChatGPT offers several benefits when integrated into reference service delivery.These benefits include its ability to provide prompt responses to users, 24/7 accessibility, research assistance, support for information literacy, and information retrieval. The study established that, despite its potential for libraries, ChatGPT has several drawbacks, including a lack of privacy and security, the potential to provide incorrect answers to users, and inherent bias. Conclusion: The study revealed that the integration of ChatGPT in reference service delivery across academic libraries will not completely replace the role of reference librarians, as they will be required to intervene and respond to users’ queries should ChatGPT fail. Recommendations: The study recommends that librarians acquire the necessary skills to use ChatGPT for providing reference services. They should also train users to become skilful information consumers with the ability to evaluate content generated by ChatGPT

Integrating Information Literacy Subject into Universities’ Curricular towards Achieving Life Long Learning Habit among Students

2026-01-30T06:20:45Z

Integrating Information Literacy Subject into Universities’ Curricular towards Achieving Life Long Learning Habit among Students Ponera, Jaffar M.; Kimaro, Prosper J. Information literacy (IL) subject plays a significant role in imparting life-long reading habit among University students which also enables students to become skillful information users in problem solving. The current number of Universities in Tanzania is 68, where 25 are public universities and 43 private universities. Moshi district is among the areas in Tanzania where some of these Universities are located. Since information is an essential commodity in academic and socio-economic development, integrating information literacy subject in the Universities curricular becomes of great important. The main objective was to assess if Universities in Kilimanjaro region have integrated information literacy subject in their curricular. Specifically, the study intended; to examine how information literacy have been integrated at Moshi Co-operative University (MoCU), Mwenge Catholic University (MWECAU) and Stefano Moshi Memorial University College (SMMUCo), to identify the role that has been played by Universities librarians in imparting information literacy skills to students and to assess challenges facing the integration of information literacy subject in the Universities curricular. The design of the study is multiple-case study which MoCU, MWECAU and SMMUCo were used. The study found out that all three Universities have not integrated IL subject in their curricular. With regard to the challenges towards integrating IL subject, study found that, the current Tanzania Education Policy has not stated whether or not it is mandatory for all Universities in Tanzania to integrate IL subject in their curricular. There are no institutional policies which provide guidelines of integrating IL subject in their curricular and lack of librarian’s involvement in curriculum development creates more difficulties. The study has also recommended that, Tanzania Education Policy of 1995 has to be revised to accommodate this important aspect, there should be involvement of librarians in curriculum development and institutional top management should support the efforts of integrating IL in their curricular.