Introduction
Technology has become an major piece of library operations and the services they provide to their communities. Online catalogs, digital collections, and virtual reference services all take up roles in the rapidly evolving library sphere. These technologies have transformed the ways in which information is accessed, shared, and managed, reshaping the library experience. As these technologies continue to develop, information professionals must be prepared to adapt their practices and develop new skills to meet the changing needs of library users. However, the introduction of new technologies does not automatically mean that library services will improve. Understanding which technologies are appropriate, how they can be used both ethically and effectively, and what limitations they may present is equally important.
Competency H asks us to demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies. These responsibilities require information professionals to remain informed about technological developments while considering how they can improve library services and support equitable access to information.
Identifying Current and Emerging Technologies
As technology continues to develop, information professionals must be able to recognize which tools may be useful within their libraries. The American Library Association (2023) identifies technological knowledge as one of the core competencies of librarianship, emphasizing the importance of understanding and applying technologies to support library services. Librarians can remain informed about technological developments through professional publications, conferences, continuing education opportunities, and discussions with colleagues. These resources allow information professionals to learn about emerging tools, examine how other institutions have implemented them, and consider whether similar technologies might address the needs of their own communities. Identifying relevant technologies therefore requires both continued professional development and an understanding of the services a library hopes to provide.
One of the most prominent examples of emerging technology today is artificial intelligence. Although AI has existed for decades, recent developments have made it increasingly accessible to the general public. The Association of College and Research Libraries (2024) identifies artificial intelligence and AI literacy as important developments within academic librarianship. As these tools become more common in educational settings, librarians must understand how they function and consider the roles they may play in supporting research, instruction, and access to information. However, they must also remain aware of both their limitations and ethical implications. Identifying relevant technologies therefore requires continued professional development and an awareness of the changing needs of library communities.
Using Information and Communication Technologies
Identifying useful technologies is only one part of the responsibility of information professionals. They must also understand how to use these tools to develop resources, communicate with patrons, and provide library services. Within academic libraries, librarians might use platforms such as LibGuides to create subject-specific research guides that organize databases, instructional materials, and other resources for students. Learning management systems can also be used to develop online instructional modules, distribute educational content, and provide opportunities for students to engage with library resources outside of the classroom. Additionally, librarians may use video recording and editing software to produce instructional tutorials demonstrating research strategies or the use of specialized resources. Communication technologies, such as live chat services, allow librarians to interact directly with patrons, answering questions and providing research assistance in real time without requiring an in-person visit. These technologies demonstrate how information professionals can create digital resources and deliver services that extend beyond the physical library.
However, the availability of these technologies does not necessarily mean that everyone can use them. Van Dijk (2020) explains that digital inequalities extend beyond access to computers and the internet, also involving differences in technological skills and how individuals benefit from digital resources. This is an important consideration for libraries, as users may have varying levels of experience and comfort with technology. Information professionals must therefore be prepared to provide guidance and instruction, ensuring that technological developments do not create additional barriers to accessing information. This may be through providing additional language options and instructions, or ensuring free access to tools.
Evaluating Technology in Libraries
While new technologies can offer opportunities to improve library services, they must also be evaluated before being implemented. Information professionals should consider factors such as cost, accessibility, privacy, usability, and whether a particular technology will benefit the community it is intended to serve. This evaluation might involve comparing available platforms, reviewing how other libraries have implemented similar technologies, and conducting small-scale trials before making a larger investment. Librarians may also gather feedback from staff and patrons to determine whether a tool is accessible and meets its intended purpose. A technology may offer a wide range of features, but that does not necessarily make it appropriate for every library. By evaluating tools before adoption, information professionals can make decisions that better reflect institutional priorities and community needs.
Returning to the subject of artificial intelligence, it is one example of a technology that requires careful evaluation. Although AI tools can assist with research and information discovery, they can also produce inaccurate information, reinforce existing biases, raise concerns about user privacy, and potentially damage student engagement. Miao and Holmes (2023), in UNESCO’s guidance on generative AI, emphasize the importance of considering these risks and maintaining human oversight when using AI in educational environments. Similarly, the ACRL (2025) emphasizes the need for academic library workers to critically evaluate AI technologies and understand their ethical implications.
These concerns demonstrate why information professionals must approach new technologies with careful consideration rather than adopting them simply because they are available. As someone pursuing academic librarianship, I recognize the importance of developing my own technological skills while remaining aware of how these tools may affect the students and researchers I hope to serve. By continuing to learn about current and emerging technologies, I can better support library users while ensuring that the services I provide remain accessible, ethical, and effective.
Cited
| American Library Association. (2023). ALA’s core competences of librarianship. ALA. https://www.ala.org/educationcareers/careers/corecomp/corecompetences Association of College and Research Libraries Research Planning and Review Committee. (2024). 2024 top trends in academic libraries: A review of the trends and issues. College & Research Libraries News, 85(6), 231–243. https://doi.org/10.5860/crln.85.6.231 Association of College and Research Libraries. (2025). AI competencies for academic library workers. American Library Association. https://www.ala.org/acrl/standards/ai Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693 van Dijk, J. (2020). The digital divide. Polity Press. https://www.wiley.com/en-us/the-digital-divide-p-9781509534463 |