Generative artificial intelligence (AI) has contributed to vigorous and diverse discourses since emerging as a disruptor to higher education in late 2022. The University Library, as part of this educational ecosystem, plays a key role in supporting staff and students to navigate a world where generative AI exists. As members of the Western Sydney University Library Generative AI Working Group adopting the role of reflective practitioners, our insights on developing and evaluating our Program of Work are detailed alongside critical analysis on how academic libraries have managed technological disruption in the past and actively encouraged skill-building for staff. We identify similarities and differences in professional development for library practitioners in the generative AI era compared to previous technological disruptions. Similarities include the need for a coordinated and collaborative approach that is not just prescriptive but actively encourages staff to shape their own learning. While differences include using a technology that is contentious in higher education, particularly through the lens of ethical practice. By framing the Library as the “Generative AI Conversation Hub of the University” we propose how we explore this contention, and ensure the Library is best-placed to lead the university in the critical discussion of Generative AI.
Inwood et al. (Wed,) studied this question.
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