http://repository.mocu.ac.tz/xmlui/handle/123456789/71 2026-04-07T11:05:46Z 2026-04-07T11:05:46Z Ponera, Jaffar M. Kyumana, Valeria http://repository.mocu.ac.tz/xmlui/handle/123456789/2078 2026-03-06T09:14:19Z 2026-01-01T00:00:00Z

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

2026-01-01T00:00:00Z Ponera, Jaffar M. Kimaro, Prosper J. http://repository.mocu.ac.tz/xmlui/handle/123456789/2068 2026-01-30T06:20:45Z 2017-01-01T00:00:00Z

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.

2017-01-01T00:00:00Z Matto, George Kyumana, Valeria Ponera, Jaffar M. http://repository.mocu.ac.tz/xmlui/handle/123456789/2049 2026-01-13T08:44:56Z 2024-01-01T00:00:00Z

GenAI and Effective Reading Among University Students Matto, George; Kyumana, Valeria; Ponera, Jaffar M. The rapid development of Generative Artificial Intelligence (GenAI) has significantly influenced university students' reading habits, with both positive and negative implications. While there have been increased use of GenAI among university students, some scholars relate its use with negative impacts regarding students reading habits while others relate it with positive. It is against this backdrop that the present study was carried out to explore prospects, challenges and future directions of GenAI in the developing effective reading amongst university students. The study employed systematic review of literature. Findings revealed that GenAI presents both prospects and challenges for students’ effective reading. Prospects include improved accessibility, convenience of reading, personalized reading resources and interactive reading. Regarding challenges, the study found that GenAI can potentially create students’ overdependency on it. In addition, there are potential biasness and inaccuracies of AI algorithms that can lead to a generation of biased reading contents. The system can also lead to breach of data privacy and it is resources intensive. Although the study established both prospects and challenges of GenAI in enhancing reading, most of the challenges are manageable. Provided that appropriate measures are implemented it can be reasonably concluded that the prospects outweigh its challenges. It was, further, found that future directions of AI in developing reading environments involve integration of AI with virtual reality, diminished human-human interaction, human-AI integration, and lifelong learning. The study calls for universities to institute and operationalize students’ data governance and protection policies, among other recommendations

2024-01-01T00:00:00Z Rugoye, Johnson M. Anthony, Exavery C. http://repository.mocu.ac.tz/xmlui/handle/123456789/2042 2025-12-02T06:51:39Z 2025-01-01T00:00:00Z

Navigating the Identity Transformation: Librarians as Change Agents in the Academic Digital Landscape Rugoye, Johnson M.; Anthony, Exavery C. The digital era has precipitated a fundamental identity crisis within librarianship, challenging the traditional professional identity of the neutral custodian and advocating for a new paradigm of the librarian as a proactive change agent. This systematic literature review investigates this transformation, aiming to map the evolving roles and responsibilities of academic librarians, identify the barriers hindering their effectiveness, and analyze the underlying professional identity conflict. Employing a rigorous systematic review methodology, 40 peer-reviewed studies (2016-2024) from databases including Scopus, Web of Science, and LISA were selected and subjected to thematic analysis. The findings reveal a stark dissonance between an aspired identity, characterized by advocacy, digital scholarship leadership, and pedagogical partnership, as well as the enacted reality of practice, which is constrained by systemic barriers including competency gaps, chronic resource constraints, and a lack of institutional validation. Interpreted through the theoretical lens of Professional Identity Theory, these challenges are identified as symptoms of a deeper professional identity dissonance, where librarians struggle to reconcile historical norms of impartiality with new imperatives for advocacy and technology integration. The study concludes that the documented capacity gap is, at its core, an identity negotiation crisis. Therefore, bridging this gap requires moving beyond conventional solutions of training and funding to explicitly facilitate professional identity reform. This entails reimagining professional development as identity work, transforming leadership into identity champions, and reframing strategic advocacy. The findings offer crucial insights for library administrators, LIS educators, and policymakers seeking to support the profession’s successful navigation of this critical transition. DOI: https://Doi.org/10.63362/ruj10i1d Ruaha Journal of Arts and Social Sciences (RUJASS) Vol. 10, Issue 1

2025-01-01T00:00:00Z