تبیین تأثیر هوش مصنوعی بر مهارت‌های سواد دیجیتالی کتابداران دانشگاهی با تأکید بر نقش واسطه‌ای تسهیم دانش

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار، گروه علم اطلاعات و دانش‌شناسی، دانشگاه خلیج فارس، بوشهر، ایران

چکیده

این پژوهش با هدف بررسی تأثیر هوش مصنوعی بر ارتقای مهارت‌های سواد دیجیتالی کتابداران دانشگاهی با تأکید بر نقش واسطه‌ای تسهیم دانش انجام شد. روش تحقیق توصیفی-پیمایشی و از نظر هدف کاربردی است. جامعه آماری شامل ۱۵۸ نفر از مدیران، رؤسا و کارکنان اداری کتابخانه‌های دانشگاه تهران بود که براساس فرمول کوکران، ۱۱۲ نفر به‌ صورت تصادفی انتخاب شدند. برای سنجش متغیرهای پژوهش از پرسشنامه‌های استاندارد استفاده شد: پرسشنامه هوش مصنوعی با ۲۲ گویه (چن و همکاران، 2022)، پرسشنامه مهارت‌های سواد دیجیتالی با ۱۳ گویه (بارو و همکاران، 2019) و پرسشنامه تسهیم دانش با ۱۰ گویه (خاتون و همکاران، 2022). پرسشنامه‌ها بر مبنای طیف پنج‌درجه‌ای لیکرت طراحی شده و روایی آن‌ها از طریق روایی همگرا و واگرا تأیید گردید. نتایج نشان داد بین هوش مصنوعی و مهارت‌های سواد دیجیتالی رابطه مثبت و معناداری وجود دارد؛ همچنین هوش مصنوعی تأثیر مثبت و معناداری بر تسهیم دانش داشته و تسهیم دانش نیز با مهارت‌های سواد دیجیتالی رابطه مثبت و معنادار برقرار می‌کند. تحلیل‌ها بیانگر نقش میانجی‌گری جزئی تسهیم دانش در ارتباط بین هوش مصنوعی و سواد دیجیتالی است. این پژوهش با روشن‌سازی پیوند میان فناوری‌های نوین و مهارت‌های دیجیتالی، به توسعه ادبیات حوزه کتابداری و شناخت بهتر سازوکارهای ارتقای توانمندی‌های دیجیتال در کتابخانه‌ها کمک می‌کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Explaining The Impact of Artificial Intelligence on the Digital Literacy Skills of Academic Librarians with an Emphasis on the Mediating Role of Knowledge Sharing

نویسنده [English]

  • Seifallah Andayesh
Assistant Professor,, Knowledge and Information Science,, Persian Gulf University, Bushehr,, Iran,
چکیده [English]

Introduction
This study was conducted to examine the effect of artificial intelligence on enhancing the digital literacy skills of academic librarians, with an emphasis on the mediating role of knowledge sharing.
 
Methodology
The research method was descriptive–survey, and in terms of purpose, it was applied. The statistical population consisted of 158 managers, heads, and administrative staff of the libraries at the University of Tehran, from whom 112 individuals were randomly selected using Cochran’s formula. Standard questionnaires were used to measure the research variables: the artificial intelligence questionnaire with 22 items (Chen et al., 2022), the digital literacy skills questionnaire with 13 items (Baro et al., 2019), and the knowledge sharing questionnaire with 10 items (Khatoon et al., 2022). The questionnaires were designed using a five-point Likert scale, and their validity was confirmed through convergent and discriminant validity.
 
Findings
The findings indicated a positive and significant relationship between artificial intelligence and digital literacy skills; artificial intelligence also had a positive and significant effect on knowledge sharing, and knowledge sharing showed a positive and significant relationship with digital literacy skills.
 
Discussion and Conclusion
The analyses revealed that knowledge sharing partially mediates the relationship between artificial intelligence and digital literacy. By clarifying the link between emerging technologies and digital skills, this study contributes to the development of the library science literature and provides deeper insights into mechanisms that enhance digital competencies in academic libraries.

کلیدواژه‌ها [English]

  • Artificial Intelligence
  • Digital Literacy Skills
  • Knowledge Sharing
  • Academic Librarians
  • Knowledge Transfer

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  • تاریخ دریافت: 09 آذر 1404
  • تاریخ بازنگری: 19 اسفند 1404
  • تاریخ پذیرش: 20 اسفند 1404
  • تاریخ اولین انتشار: 20 اسفند 1404

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