Ethical Implications of Generative Artificial Intelligence (AI) Use Among Library and Information Science (LIS) Students: A Narrative Review

Generative artificial intelligence is increasingly being used by students and is reshaping the way information is accessed, processed, and utilised for academic work and everyday purposes. As the use of AI technologies continues to expand, there is a growing need to discuss the ethical implications associated with the use of generative AI among LIS students. This study employed a narrative review method to analyse and synthesise evidence from existing scholarly literature obtained through various library resources and online databases on the Internet. The study identified several ethical implications regarding the use of generative AI among LIS students, which include breaches of academic integrity, plagiarism risks, misinformation, output bias, privacy and security concerns, reduced critical engagement with learning materials, overdependence on AI systems, fabricated references, and so on. The findings revealed that ethical use of generative AI requires LIS students to critically evaluate AI-generated content, acknowledge AI assistance where necessary, and maintain responsibility for the accuracy and originality of their academic work. The study showed areas for future research directions in ethical concerns of generative AI use among LIS students for responsible AI use in academic practices.