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The study explores the transformative potential of the metaverse in libraries, highlighting opportunities for innovative patron engagement and challenges such as digital equity, privacy concerns, and accessibility barriers.

This study employed an interpretive content/document analysis approach, drawing insights from diverse literature sources including Scopus, Web of Science, and Google Scholar.

The findings indicate that through the integration of immersive technologies like virtual reality (VR) and augmented reality (AR), libraries can enrich their offerings and reach a broader audience. However, addressing challenges in libraries requires proactive measures, including bridging the digital divide and implementing inclusive design practices. Furthermore, cultivating metaliteracy skills among librarians and information users is essential to navigating the complexities of the metaverse responsibly.

The study’s originality lies in its comprehensive exploration of the implications of the metaverse for libraries and information users. Thus, exploring the nexus of immersive technologies, digital equity, and the evolving role of libraries, the research provides a nuanced understanding of the challenges and opportunities presented by the metaverse. The value outlines the key strategies for libraries to thrive in the metaverse by emphasizing the integration of immersive technologies, enhancing digital literacy, fostering collaborative partnerships, prioritizing accessible design, investing in research and innovation, and advocating for inclusive policies, the study equips libraries with a roadmap to fulfill their mission of providing equitable access to information and fostering lifelong learning in the digital age. The insights from the study will inform the strategic planning and decision-making of library administrators, policymakers, and information professionals as they navigate the transformative potential of the metaverse.

This study aims to provide insight into the usage of metaverse technologies in libraries, examining their impact on library service user engagement and assisting in unique promotion and marketing techniques for the metaverse setting.

This study used a literature review approach to synthesize current scholarly material on metaverse technologies and their practical applicability in the library context. It gathered academic literature from Emerald, Web of Science, Scopus and Google Scholar databases to construct a strong foundation for the study from journal articles, which were retrieved using the researcher’s “search string.”

Metaverse technologies are reshaping the idea of smart libraries, offering innovative approaches to interact with information resources and delivering users progressively immersive and dynamic learning experiences. This in-depth investigation adds to a better understanding of the emerging link between metaverse technology and library professionals. It bridges the gap between libraries and users, transcending geographical boundaries and enabling libraries to serve a global audience. It anticipates metaverse-infused academic libraries welcoming new methods of engaging with their users with interactive capabilities to create a unique environment to explore library resources in an interactive marketing approach.

The metaverse is not only the future but also the future of libraries. This research fills the gap by advancing the literature on cutting-edge library technologies and empowers users to become reflective and well-informed information producers. It also helps library stakeholders engage with their audience in new and impactful ways and explore innovative marketing strategies tailored to the metaverse environment.

Through the review of several journal articles on the adoption of information and communication technologies (ICTs) and how it impacts students’ motivation to continue with their studies or to drop out of their academic program, this study aims to review the literature on the impact of ICTs on student motivation at a university.

This paper is based on a systematic literature review steered by the PRISMA guidelines. This paper uses both Durban University of Technology subscription-based and publicly available papers. The research articles examined were published between 2018 and 2023 in Scopus, Web of Science and ScienceDirect.

Reviewed literature bespeaks that ICTs can increase student motivation by enhancing interactive, engaging and individualized learning. Digital technologies that engage students and offer a more engaging learning environment include instructional apps, online simulations and multimedia content. Using ICTs may be useful in lowering university dropout rates.

The systematic review yielded valuable insights for both academic research and real-world applications in education regarding the Durban University of Technology. The study offers a comprehensive analysis of the nexus between ICTs and student motivation.

The purpose of this paper is to propose a taxonomy of artificial intelligence (AI) literacy to support AI literacy education and research.

This study makes use of the facet analysis technique and draws upon various sources of data and information to develop a taxonomy of AI literacy. The research consists of the following key steps: a comprehensive review of the literature published on AI literacy research, an examination of well-known AI classification schemes and taxonomies, a review of prior research on data/information/digital literacy research and a qualitative and quantitative analysis of 1,031 metadata records on AI literacy publications. The KH Coder 3 software application was used to analyse metadata records from the Scopus multidisciplinary database.

A new taxonomy of AI literacy is proposed with 13 high-level facets and a list of specific subjects for each facet.

The proposed taxonomy may serve as a conceptual AI literacy framework to support the critical understanding, use, application and examination of AI-enhanced tools and technologies in various educational and organizational contexts.

The proposed taxonomy provides a knowledge organization and knowledge mapping structure to support curriculum development and the organization of digital information.

The proposed taxonomy provides a cross-disciplinary perspective of AI literacy. It can be used, adapted, modified or enhanced to accommodate education and learning opportunities and curricula in different domains, disciplines and subject areas.

The proposed AI literacy taxonomy offers a new and original conceptual framework that builds on a variety of different sources of data and integrates literature from various disciplines, including computing, information science, education and literacy research.

This paper engages multidisciplinary perspectives on truth, authority, expertise and belief to unpack and better understand the underlying epistemology and implications of the ACRL Frame “authority is constructed and contextual.”

Following an overview of the issues confronting us in a “post-truth world,” the paper reviews critiques of the ACRL Frame “authority is constructed and contextual” and examines the related concepts of truth, authority, expertise and belief from multidisciplinary perspectives.

While the Frame acknowledges the limitations and biases of current scholarly publishing and implicitly supports social justice, it runs the danger of promoting relativism and is ambiguous regarding the relationships between expertise and authority. The critical concepts of truth and belief are conspicuously absent. Engaging a critical discussion and understanding of these concepts is a valuable contribution to information literacy.

This paper offers an important and accessible analysis of the frame “authority is constructed and contextual” and its underlying concepts. It moves beyond the library literature to include multidisciplinary perspectives and will require the engagement of the wider library community to promote discussion of the underlying epistemology and links between the construction of authority and truth, expertise and belief. In particular, the discussion of the construction of belief and the difference between judgments of fact and judgments of value offers important additions to the library literature.

The paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly communication.

The paper first introduces the concepts of information literacy (IL) and OA in the context of transformations in the scholarly information environment. Via a theoretical-analytical exercise on the basis of a literature review of the intersections between the two concepts and of the criticisms of OA, the paper discusses the role of critical IL in addressing the challenges in OA and lays the theoretical-conceptual groundwork for the critical OA literacy construct.

The structural nature of the challenges and transformations in the scholarly information environment require new foci and pedagogical practices in library and information studies. A more holistic, critical and integrative approach to OA is warranted, which could effectively be achieved through the re-conceptualization of IL.

The paper specifies the avenues for putting the theoretical conceptualizations of critical OA literacy into practice by identifying possible foci for IL instruction alongside a transformed role for librarians.

The paper extends deliberations on the role of critical IL for scholarly communication and attempts to advance the research fields of the two domains by proposing a new construct situated at the junction of OA and IL.

This paper aims to explore the ethical perspectives surrounding adopting metaverse technologies in libraries. It focuses on critical areas such as privacy, security, intellectual property, accessibility and equity, providing insights into the challenges and opportunities these technologies present for library services.

This study uses a theoretical analysis of existing literature and ethical frameworks related to digital privacy, intellectual property and digital inclusion. Drawing on prominent theories and guidelines, this paper examines how libraries can navigate the ethical implications of integrating metaverse technologies into their services.

Integrating metaverse technologies into libraries presents significant ethical challenges, including protecting user privacy and security, managing intellectual property rights and ensuring equitable access and inclusion. Libraries must develop comprehensive ethical guidelines, invest in robust data protection measures and advocate for digital inclusion to address these challenges effectively.

This paper comprehensively analyzes the ethical implications of metaverse technologies in libraries, highlighting the need for tailored ethical guidelines and practices. It contributes to the ongoing discourse on digital ethics in library services and offers a framework for libraries to responsibly navigate the complexities of virtual environments.

The Metaverse is rapidly reshaping the understanding of tourism, yet the public perception of this new domain remains largely uncharted empirically. This paper aims to build on the technology acceptance model (TAM) and diffusion of innovations theory (DIT) to fill this gap, offering crucial insights that could inform scholars and practitioners in both the tourism and technology sectors.

Using a big-data approach, the authors applied machine learning to scrape comments made by social media users on recent popular posts or videos related to tourism in the Metaverse from three prominent social media platforms. The cleaning process narrowed down 15,461 comments to 2,650, which were then analysed using thematic, emotion and sentiment analysis techniques.

The thematic analysis revealed that virtual tourism evokes a complex range of public beliefs. While many express awe and excitement toward its immersive capabilities, others remain sceptical about authenticity compared to physical travel. Additional themes show people draw comparisons to real-world tourism, discuss technology’s role and note educational value and novelty. However, some comments raise concerns about potential societal harms, exploitation and mental health impacts. Sentiment analysis found over half of the comments positive, though some were negative. Emotion analysis showed contentment, happiness and excitement as most frequent, though sadness, worry and loneliness also featured. Overall, perceptions of Metaverse tourism encompass enthusiasm yet substantial ambivalence.

To the best of the authors’ knowledge, this study is one of the first to comprehensively analyse public discussions on Metaverse tourism. It takes TAM and Rogers’s DIT a step further and provides fresh insights into how these theories can be employed in the emerging field of Metaverse tourism. The themes revealed new conceptual insights into multidimensional factors shaping public beliefs about Metaverse tourism and thus informing scholarly research on virtual interaction and technology acceptance regarding Metaverse tourism. In addition, the results can help tourism providers, platforms and marketers address salient public beliefs and sentiments/attitudes in developing marketing offerings, experiences and communications. Over time, this analysis methodology can be used to track the evolving public perceptions of Metaverse tourism.

This study aims to assess the awareness, interest, and challenges faced by Librarians in Thailand regarding Augmented Reality (AR), Virtual Reality (VR), and the Metaverse. Specifically, it investigates librarians' current proficiency levels, interests, perceptions of future impacts, and ethical considerations associated with these emerging technologies in the context of Library and Information Science (LIS).

A quantitative survey approach was employed, utilising a structured questionnaire distributed to Thai librarians across various library types. The questionnaire aligned with the study objectives and incorporated Likert-scale and multiple-choice questions. The analysis involved descriptive and inferential statistics using SPSS version 29.

The study reveals varying levels of awareness and competence among librarians in AR, VR, and the Metaverse technologies. While interest levels are high across various aspects of these technologies within LIS, challenges such as cost, expertise, ethics, and infrastructure hinder their integration into library services. Respondents anticipate a moderate to significant impact of the Metaverse on future library services, with concerns and optimism regarding ethical implications and innovative opportunities.

This study contributes to understanding the landscape of emerging technologies within library settings in Thailand, shedding light on librarians' awareness, interest, challenges, and ethical perspectives. The findings underscore the importance of targeted training programmes and strategic planning to facilitate the effective integration of AR, VR, and Metaverse technologies into library services, ensuring ethical considerations are prioritised alongside innovation.

This article explores the affective dimensions of academic librarians’ experiences during the forced pivot to emergency remote teaching because of the Covid-19 pandemic.

Through semi-structured interviews with librarians at 18 university libraries in Ontario, Canada, the researcher prompted study participants to reflect on how their work and that of other librarians in their organization changed during the period of focus, including the main challenges and opportunities experienced for information literacy instruction.

This study finds evidence of stress and anxiety among academic librarians teaching during the Covid-19 pandemic, including lack of confidence and skills with eLearning and work-life balance challenges. At the same time, the data show strengths and successes fueled by resilience, collaboration and a growing culture of care, which in many cases, resulted in strong expressions of pride by interviewees on what was achieved during this global health crisis.

This study is one of few adopting a qualitative research methodology to explore the affective dimensions of academic librarians’ experience of information literacy instruction during the Covid-19 pandemic. Its implications are instructive for future pedagogical approaches and workplace culture among information literacy teams, including communication, collaboration, flexibility and leadership support.