Malaysia Madani

by mfuad | Oct 28, 2025 | Penulisan Ilmiah

Malaysia Madani

Gagasan Malaysia Madani diumumkan secara rasmi oleh YAB Dato’ Seri Anwar Ibrahim pada tahun 2023 sebagai kerangka kebangsaan yang menyepadukan kemajuan ekonomi dengan nilai kemanusiaan dan etika bagi memulihkan maruah serta daya saing negara di peringkat antarabangsa. Menurut Prime Minister’s Office Malaysia (2023), konsep ini menekankan enam nilai teras—Kemampanan, Kesejahteraan, Daya Cipta, Hormat, Keyakinan dan Ihsan—yang menjadi panduan utama dasar awam. Anwar (2023) menegaskan bahawa Madani bukan sekadar slogan politik, tetapi sebuah kerangka nilai yang diterjemahkan ke dalam dasar ekonomi, sosial dan tadbir urus.

Menurut Mokhtar (2023), istilah Madani berakar daripada tamadun Islam dan berasaskan konsep keadilan, rahmah serta maqasid al-shariah. Dalam analisis yang dijalankan oleh ISEAS–Yusof Ishak Institute (2023), gagasan ini dikembangkan sebagai asas kepada pembangunan insan dan masyarakat berperadaban, yang kini disesuaikan dengan konteks pembangunan moden Malaysia. Pemahaman terhadap evolusi intelektual Madani penting bagi menilai keupayaan konsep ini diterapkan dalam dasar semasa serta cabaran pelaksanaannya pada peringkat institusi.

Kajian Radzi, Chulan dan Rahman (2025) menunjukkan bahawa pendidikan Madani menekankan pembangunan insan secara menyeluruh dengan penggabungan kemahiran abad ke-21, pembentukan watak, serta literasi digital. Laporan oleh Ga Excellence (2025) turut menegaskan keperluan institusi pengajian tinggi untuk menyemai nilai ihsan, tanggungjawab sosial dan kreativiti agar pelajar bukan sahaja berpengetahuan tetapi juga beretika. Integrasi nilai Madani dalam sistem pendidikan dilihat mampu memperkukuh daya saing serta membentuk warganegara yang seimbang dari segi intelektual dan moral.

Kajian Abidin et al. (2024) serta Aziz dan Rusli (2024) menunjukkan bahawa gaya kepimpinan transformasional dan komunikasi strategik berupaya memperkukuh nilai integriti, kepercayaan dan inovasi dalam organisasi. Hal ini selaras dengan prinsip tadbir urus Madani yang menekankan ketelusan, akauntabiliti dan kecekapan, sebagaimana dihuraikan dalam Dasar Ekonomi Madani (ResearchGate, 2024). Pemerkasaan sektor awam melalui kepimpinan beretika amat penting bagi memastikan aspirasi Madani dapat diterjemahkan kepada keberkesanan dasar di lapangan.

Kajian Azahar dan Yaakob (2025) membuktikan bahawa prinsip kemampanan dalam Malaysia Madani dapat diaplikasikan bagi memadukan pembangunan ekonomi dengan tanggungjawab ekologi dan keadilan sosial. Malaysia Madani (2023) melalui dokumen Ekonomi MADANI: Memperkasa Rakyat turut menegaskan pentingnya pendekatan seimbang dalam pelaksanaan dasar ekonomi hijau, pengurusan sumber serta penglibatan komuniti setempat. Pendekatan ini diharap dapat melahirkan model pembangunan yang lestari serta berpaksikan nilai ihsan dan kesejahteraan.

Kajian Lateh, Ismail dan Nordin (2024) mendapati bahawa masyarakat Malaysia secara umumnya menyambut baik gagasan Madani kerana dikaitkan dengan tadbir urus yang lebih telus dan pembangunan yang inklusif. Walau bagaimanapun, kajian Siti Jalilah dan Hanapi (2025) menegaskan wujud jurang antara aspirasi dasar dan pelaksanaan sebenar, yang menuntut bukti keberkesanan serta penglibatan lebih menyeluruh daripada masyarakat sivil dan sektor swasta. Cabaran terbesar ialah memastikan prinsip Madani dilaksanakan secara menyeluruh, bukan sekadar retorik politik.

Laporan ISEAS–Yusof Ishak Institute (2023) menyimpulkan bahawa Malaysia Madani berpotensi menjadi paradigma pembangunan baharu yang menyatukan kemajuan material dan etika sosial. Keberhasilannya bergantung kepada transformasi institusi, peningkatan kapasiti pendidikan dan kepimpinan serta mekanisme pemantauan nilai yang efektif. Cadangan pelaksanaan termasuk pewujudan value indicators, dashboard pemantauan terbuka, dan program literasi Madani di peringkat komuniti supaya gagasan ini benar-benar menjadi asas kepada negara yang adil, mampan dan penyayang.

Rujukan 

• Abidin, Z. Z., Arham, A. F., Abdul, S. A., & Ahmad, H. M. (2024). Towards Malaysia MADANI: Do Leadership Styles Influence Innovative Work Behavior? Information Management and Business Review, 16(3S(I)a), 707–718.
• Anwar Ibrahim. (2023, January 19). Malaysia Madani: Dasar, Cita-cita dan Harapan Baharu Malaysia. Putrajaya: Jabatan Perdana Menteri.
• Aziz, N., & Rusli, R. (2024). A Look at Transformational Leadership and Strategic Communication Towards Madani Ummah. Al-i’lam: Journal of Contemporary Islamic Communication and Media.
• Azahar, N. A., & Yaakob, Z. (2025). Mekanisme Malaysia Madani terhadap Pemerkasaan Nilai Alam Sekitar. E-Journal of Islamic Thought & Understanding, 8(1). https://journal.uitm.edu.my/ojs/index.php/e-JITU/article/view/7040
• Ga Excellence. (2025). The Education Pillar in Malaysia Madani: Fostering Student Development for a Developed Malaysia. International Journal of Modern Education (IJMOE), 7(24). https://gaexcellence.com/ijmoe/article/view/5032
• ISEAS–Yusof Ishak Institute. (2023). Malaysia’s Civilizational Turn: Understanding the Madani Vision. https://www.iseas.edu.sg/articles-commentaries
• Lateh, H., Ismail, N., & Nordin, R. (2024). Public Perceptions of Malaysia Madani and Policy Implementation Challenges. MyScholar Malaysia Journal of Governance Studies, 5(2).
• Malaysia Madani. (2023). Ekonomi MADANI: Memperkasa Rakyat. Putrajaya: Kementerian Kewangan Malaysia.
• Mokhtar, M. R. (2023). The Civilizational State: Contextualising Madani in Malaysian Political Thought. ISEAS Perspective, 2023(42). https://www.iseas.edu.sg/articles-commentaries/iseas-perspective
• Siti Jalilah Ahmad, & Mohd Shukri Hanapi. (2025). Tasawur Pembangunan Malaysia Madani (T-PMM) Berdasarkan Pandangan Para Pemegang Taruh. Jurnal Islam dan Masyarakat Kontemporari, 26(2). https://journal.unisza.edu.my/jimk/article/view/919

Knowledge Construction in Library Online Education

by mfuad | Aug 4, 2025 | Penulisan Ilmiah

Knowledge Construction in Library Online Education: A Framework for Collaborative and Technological Integration

Introduction

In the digital age, online education has emerged as a cornerstone of academic learning, particularly within the domain of library science and information services. Knowledge construction—the process through which learners actively build new understandings—has transformed significantly due to advancements in digital platforms, collaborative tools, and pedagogy. This article explores how knowledge is constructed in library online education, emphasizing collaborative learning, technological integration, and the strategic application of educational models. Drawing from a diverse range of empirical studies and theoretical frameworks, this work offers insights into best practices for cultivating meaningful knowledge-building environments in digital library contexts.

Collaborative Learning and Knowledge Construction

Online discussions play a pivotal role in facilitating collaborative learning and knowledge construction among graduate students. Multimedia platforms like VoiceThread, which support audio and video posts, have been shown to increase participation and engagement compared to conventional text-based forums (Guo, Chen, & Hou, 2019). These platforms not only enable dialogic interaction but also create an inclusive environment for expressing complex ideas, thereby deepening knowledge construction.

Cultural and social dynamics, learning strategies, and the complexity of learning materials significantly shape the collaborative knowledge-building process (Mäkelä, Myllylä, & Torp, 2008). Consequently, providing early and consistent guidance to students is vital to scaffold their understanding and support the development of higher-order thinking skills. Without such guidance, students may struggle to engage deeply in discourse or organize their learning independently.

Models and Frameworks for Knowledge Construction

Several theoretical models offer robust frameworks to guide knowledge construction in online learning settings. Notably, the Alavi Knowledge Management Process Model and the Veerman and Veldhuis-Diermanse model emphasize the value of social constructivist principles in collaborative environments (Hashim, Mohamad, & Muda, 2018). These models advocate for non-task-related yet socially significant interactions that stimulate meaningful dialogue and reflection among learners.

Another notable framework is the SECI Model (Socialization, Externalization, Combination, Internalization), originally proposed by Nonaka. This model supports knowledge conversion in Virtual Learning Environments (VLEs) by facilitating knowledge sharing and transformation across explicit and tacit domains (Battistoni, Pasqualino, & Moscetta, 2011). It helps explain how learners internalize collective knowledge through continuous reflection and engagement with content, peers, and instructors.

Technological Tools and Platforms

Digital libraries and visualization tools have become instrumental in facilitating knowledge construction. By enabling learners to organize, retrieve, and interpret data efficiently, these tools bridge the gap between content access and cognitive understanding (Chen & Xia, 2009). For instance, visual learning aids and graphical representations of complex data help learners conceptualize abstract ideas more effectively.

Additionally, ontology-based technologies in teaching resource libraries enable the structured sharing and reuse of educational content. Ontologies provide semantic frameworks that enhance content interoperability and scaffold knowledge construction by enabling context-aware access to relevant materials (Yang, Zhao, & Zhang, 2009).

Customized Support Services in Online Learning

Customized support is another critical component of successful knowledge construction. Learners bring diverse preferences, prior knowledge, and technological competencies to the online learning environment. Hence, tailored supportive services—ranging from personalized learning pathways to intelligent tutoring systems—enhance learners’ capacity to engage meaningfully with course content (Pan & Hawryszkiewycz, 2007). Such support fosters self-directed learning and increases learners’ motivation and efficacy in navigating complex digital learning environments.

Social Web Tools and Distributed Learning

The rise of social web tools, including blogs, wikis, and forums, has redefined distributed learning. These tools foster asynchronous interaction, giving learners the flexibility to engage with content and peers at their own pace while contributing to a shared knowledge base (Lucas & Moreira, 2015). These environments often promote deeper cognitive engagement and reflective thinking, as learners construct arguments, critique ideas, and co-create knowledge collaboratively.

Furthermore, empirical studies demonstrate that social web tools significantly enhance knowledge construction by facilitating the articulation of thought and fostering a sense of community (Lucas & Moreira, 2010). This interaction is crucial for developing critical thinking, communication skills, and a scholarly identity in online settings.

Information Literacy (IL) Education in Public Libraries

Public libraries serve as critical venues for promoting Information Literacy (IL), a foundational competence for lifelong learning. In this context, the MOA Model (Motivation, Opportunity, Ability) offers a strategic lens for understanding and enhancing readers’ knowledge construction behavior (He, 2024). Motivation drives the willingness to learn, opportunity enables access to relevant resources, and ability reflects the user’s skill in navigating and utilizing information effectively. Public libraries that align their IL programs with the MOA framework are better positioned to foster meaningful learning outcomes, particularly in digital and hybrid settings.

Practical Applications for Library Educators

Drawing from the findings above, several practical strategies can be adopted by educators and librarians:

1. Adopt Multimedia Learning Platforms
   Use tools like VoiceThread to increase learner engagement and support diverse communication modalities.
2. Provide Early Guidance
   Implement structured orientation and scaffolding mechanisms at the beginning of the course to support knowledge construction.
3. Integrate KM Models
   Utilize frameworks such as the Alavi and SECI models to structure content delivery and collaborative activities.
4. Leverage Visualization and Ontologies
   Employ visualization tools and ontology-based platforms for organizing and retrieving knowledge efficiently.
5. Offer Customized Learning Support
   Design learner-centric support services that cater to diverse learning preferences and competencies.
6. Maximize Social Web Tools
   Integrate asynchronous and collaborative digital tools to encourage deep, reflective dialogue and content co-creation.

Conclusion

The process of knowledge construction in library online education is inherently multidimensional. It demands a synergistic integration of collaborative learning strategies, robust pedagogical frameworks, and cutting-edge technologies. By leveraging models such as SECI and Alavi, adopting multimedia and social web platforms, and tailoring support to individual learner needs, libraries and educators can foster transformative learning experiences. Ultimately, such efforts contribute to developing information-literate, critically thinking individuals equipped for the complexities of the knowledge society.

References (APA Format)

• Guo, C., Chen, X., & Hou, Y. (2019). A case study of students’ participation and knowledge construction in two online discussion settings. ACM International Conference Proceeding Series.
• Mäkelä, R., Myllylä, M., & Torp, H. (2008). Collaborative knowledge construction in online vocational teacher education. CEUR Workshop Proceedings.
• Hashim, S., Mohamad, M. M., & Muda, W. H. N. W. (2018). Knowledge Construction Models: A view of Various Models for an Impeccable Learning Environment. MATEC Web of Conferences.
• Battistoni, E., Pasqualino, P., & Moscetta, M. (2011). Knowledge conversion in VLEs: Metrics to detect the SECI process in an e-learning course. IMSCI 2011.
• Chen, Y., & Xia, H. (2009). Knowledge construction based on visualization E-learning in digital library. Proceedings – DBTA 2009.
• Yang, X., Zhao, R., & Zhang, C. (2009). An ontology-based framework for the construction of teaching resource library. ISA 2009.
• Pan, W., & Hawryszkiewycz, I. (2007). Facilitating knowledge construction by customized supportive services. Education and Information Technologies.
• Lucas, M., & Moreira, A. (2015). Analysing knowledge construction in asynchronous online discussions. CISTI 2015.
• Lucas, M., & Moreira, A. (2010). Knowledge construction with social web tools. Communications in Computer and Information Science.
• He, H. (2024). Reader Knowledge Construction in Public Library Information Literacy Education based on the MOA Model. Journal of Library and Information Science in Agriculture.

Some of the Best Practices in Research Libraries

by mfuad | Jul 8, 2025 | Penulisan Ilmiah

Research Libraries

Research libraries have undergone significant transformation in recent decades. With the rising demands of the research community and advancements in technology, libraries are evolving from being repositories of information to dynamic partners in the research lifecycle. This article synthesizes best practices drawn from contemporary scholarship and presents key areas for improvement and innovation in research libraries, including research data management, technological integration, conservation practices, support for research and teaching, professional development, collaboration, and strategic alignment with institutional missions.

Research Data Management (RDM)

One of the most vital services research libraries offer today is support for Research Data Management (RDM). Effective RDM ensures the accessibility, reproducibility, and preservation of research outputs. Libraries have responded by creating Research Data Services (RDS) units that assist in developing data management plans, ensuring data curation, and supporting metadata creation (Tenopir et al., 2013). However, the successful adoption of these services remains uneven.

Llebot and Rempel (2021) identify several barriers to the widespread adoption of good RDM practices. Among them are institutional culture, discipline-specific norms, and team structures. Researchers may lack incentives to follow best practices, especially when institutional policies or funding mandates are unclear. Moreover, team size and leadership influence how and whether these practices are implemented.

Librarians themselves must be adequately trained to support RDM initiatives. A study by Tenopir et al. (2013) found that while many librarians are enthusiastic about RDM, they often feel underprepared due to gaps in education or institutional training. This underscores the need for continuous professional development and a stronger focus on data science skills in library and information science curricula.

Technological Integration

Modern research libraries are embracing emerging technologies to meet researchers’ evolving needs. The integration of big data, artificial intelligence (AI), blockchain, and the Internet of Things (IoT) has allowed libraries to enhance the discoverability and accessibility of research outputs (Lata & Owan, 2022). These technologies enable sophisticated data analytics, real-time metadata enrichment, and better support for open science initiatives.

The transformation from traditional to digital libraries is especially pronounced in academic environments. Digital repositories, institutional open access platforms, and online research guides have become critical tools. This digital shift not only broadens access but also improves user experience through personalization and interactivity. As Lata and Owan (2022) highlight, research libraries must proactively invest in these technologies to stay relevant in a competitive scholarly landscape.

Conservation Practices

While digital services gain prominence, the preservation of physical collections remains a core function of research libraries. Book conservation techniques are applied to both general and special collections to ensure longevity and usability. Baker and Dube (2010) note that while conservation practices vary depending on collection types and institutional resources, certain treatments such as deacidification, rebinding, and environmental control are widely used.

Standardizing conservation procedures ensures consistency, especially in collaborative initiatives involving multiple institutions. Special collections often require individualized care due to their fragility and historical value, necessitating specialized knowledge in archival science. Incorporating conservation into strategic planning also reinforces libraries’ roles as custodians of cultural and academic heritage.

Support for Research and Teaching

Academic libraries increasingly function as collaborative partners in the research and teaching ecosystem. They support faculty through services such as bibliometric analysis, open access compliance, and grant writing assistance. As described by Fernández-Marcial and González-Solar (2020), libraries are restructuring their service models to align more closely with research processes.

This includes rethinking space usage—transitioning from quiet reading rooms to active research hubs—and deploying liaison librarians who work closely with faculty in specific disciplines. Libraries also enhance teaching through information literacy programs and the integration of digital resources into learning management systems.

To remain relevant, libraries must demonstrate their impact. Healy (2010) stresses the importance of positioning the library as an integral member of the research enterprise. Initiatives like those at Wayne State University, which promoted library services through strategic partnerships and visibility campaigns, offer a blueprint for others.

Professional Development of Librarians

The evolving role of research librarians demands continuous professional development. Luo, Brancolini, and Kennedy (2017) advocate for librarians to enhance their research capabilities, not only to support faculty but also to contribute to the scholarly conversation. This includes understanding research methodologies, applying for grants, publishing in peer-reviewed journals, and engaging in evidence-based practice.

Such professional development strengthens librarians’ credibility among faculty and enhances the strategic importance of the library within the institution. Mentorship, training programs, and research sabbaticals are among the recommended strategies for fostering a research-oriented culture within library teams.

Collaboration and Communication

Effective collaboration between librarians, researchers, and administrators can elevate the impact of library services. In special library settings, Murray (2016) found that integrating practitioner knowledge with scholarly research leads to better strategic decisions. This is especially relevant for libraries embedded in health, legal, or corporate environments where information needs are highly specialized.

Encouraging practitioner-researcher collaborations also helps bridge the gap between theory and practice. For example, joint research projects between academic staff and librarians can address real-world challenges in information retrieval, data curation, or instructional design.

Challenges and Strategic Alignment

Despite these promising practices, challenges persist. Simon (2011) points out that in many corporate libraries, the lack of standard benchmarking and quantitative impact metrics undermines their strategic value. To overcome this, libraries must align their services with institutional missions, demonstrating how they contribute to broader goals such as innovation, commercialization, and global engagement.

Strategic planning tools such as balanced scorecards, logic models, and annual performance reviews can help libraries document their impact and advocate for resources. Ultimately, libraries that align their goals with institutional priorities are more likely to secure long-term support.

Conclusion

Research libraries play an increasingly complex and vital role in academia. By embracing best practices in RDM, leveraging technology, preserving collections, supporting teaching and research, investing in professional development, fostering collaboration, and aligning with institutional missions, they can enhance their relevance and effectiveness. As the scholarly landscape continues to evolve, so too must libraries—guided by research, informed by practice, and committed to excellence.

References

• Baker, W., & Dube, L. (2010). Identifying standard practices in research library book conservation. Library Resources and Technical Services, 54(1), 4–13. https://doi.org/10.5860/lrts.54n1.4
• Fernández-Marcial, V., & González-Solar, L. (2020). Cases on research support services in academic libraries. In Cases on Research Support Services in Academic Libraries (pp. 1–17). IGI Global. https://doi.org/10.4018/978-1-7998-3652-2
• Healy, A. M. (2010). Increasing the visibility of the library within the academic research enterprise. Issues in Science and Technology Librarianship, 61. https://doi.org/10.29173/istl1342
• Lata, N., & Owan, V. J. (2022). Contemporary trends and technologies in research libraries: An overview. In Innovative Technologies for Enhancing Knowledge Access in Academic Libraries (pp. 73–85). IGI Global. https://doi.org/10.4018/978-1-7998-8493-6.ch005
• Llebot, C., & Rempel, H. G. (2021). Why won’t they just adopt good research data management practices? An exploration of research teams and librarians’ role in facilitating RDM adoption. Journal of Librarianship and Scholarly Communication, 9(1), eP2378. https://doi.org/10.7710/2162-3309.2378
• Luo, L., Brancolini, K. R., & Kennedy, M. R. (2017). Enhancing library and information research skills: A guide for academic librarians. Libraries Unlimited.
• Murray, T. E. (2016). Applying research in special library settings. Journal of Library Administration, 56(7), 748–761. https://doi.org/10.1080/01930826.2016.1202717
• Simon, C. A. (2011). An examination of best practices and benchmarking in corporate libraries. Journal of Management Development, 30(1), 77–84. https://doi.org/10.1108/02621711111098321
• Tenopir, C., Sandusky, R. J., Allard, S., & Birch, B. (2013). Academic librarians and research data services: Preparation and attitudes. IFLA Journal, 39(1), 70–78. https://doi.org/10.1177/0340035212473089

Jika Fuad ingin versi Word dokumen, slide pembentangan, atau infografik berdasarkan artikel ini, saya boleh bantu siapkan juga.

Open Access (OA) Initiatives in University Libraries

by mfuad | Dec 16, 2024 | Penulisan Ilmiah

Abstract
Open Access (OA) initiatives in university libraries enhance the accessibility and dissemination of scholarly research. This article explores global adoption, benefits like cost savings and increased accessibility, the evolving roles of librarians, and challenges such as funding and sustainability. Case studies from institutions worldwide highlight technological integration and innovative strategies to overcome barriers. The analysis underscores the transformative impact of OA in democratizing knowledge and advancing scholarly communication globally.

Open Access (OA) initiatives in university libraries have emerged as a transformative force in scholarly communication. These initiatives aim to remove financial and legal barriers to access, ensuring that research outputs are freely available to the global academic community. This article provides an in-depth analysis of key aspects of OA initiatives, with examples and discussions on their implications for libraries, researchers, and society at large.

Adoption and Implementation of OA Policies

The adoption of OA policies by academic institutions worldwide reflects a paradigm shift in the dissemination of scholarly knowledge. Universities and research institutions are increasingly mandating OA for their research outputs, developing institutional repositories, and participating in international OA projects. For example, Harvard University’s Digital Access to Scholarship at Harvard (DASH) repository allows researchers to deposit their work, ensuring it is freely accessible. Similarly, the University of California system has implemented a system-wide OA policy, requiring faculty to make their research publicly available through an open repository. These examples demonstrate how OA policies encourage transparency, collaboration, and accessibility in research (Bawack & Nkolo, 2019; Cruz, Viray, & Flores, 2024).

Institutional efforts such as the Vienna University Library’s participation in international OA projects and the implementation of its Phaidra digital asset management system further underline the importance of institutional support in advancing OA (Blumesberger & McNeill, 2012). Meanwhile, De La Salle University’s Animo Repository serves as a centralized platform for archiving and disseminating scholarly outputs, showcasing how digital repositories can enhance the visibility and impact of academic research (Cruz et al., 2024).

Benefits of Open Access Initiatives

The benefits of OA initiatives are multifaceted and extend beyond academia to society at large. One of the most significant advantages is cost savings for libraries. The rising costs of academic journal subscriptions have strained library budgets, making OA an attractive alternative (Gedye, 2004). For instance, OA enables libraries to reallocate funds toward other resources and services while expanding access to knowledge (Bhaskaran & Koovakkai, 2019).

Another critical benefit is increased accessibility. OA initiatives break down barriers to access, particularly for researchers and students in low-resource settings. Platforms like the Scientific Electronic Library Online (SciELO), which focuses on Latin America, exemplify how OA can democratize access to high-quality academic resources. Moreover, studies have shown that articles published in OA journals are cited more frequently, reflecting their broader reach and impact (Pinter, 2012).

Roles of Libraries and Librarians in OA

Libraries and librarians play a pivotal role in the successful implementation and management of OA initiatives. They not only facilitate OA workflows by assisting researchers with compliance and funding options but also promote the creation of Open Educational Resources (OERs) and Open Access Textbooks (OATs). For example, the University of Pretoria in South Africa has developed an institutional repository to make theses, dissertations, and faculty publications freely available, highlighting the role of libraries in preserving and disseminating knowledge (Goddard & Brundy, 2024; Ghosh, 2009).

The promotion of OERs is another area where libraries contribute significantly. Universities such as the University of Cape Town have been at the forefront of providing OA textbooks, reducing the financial burden on students and improving access to learning materials. These efforts underscore the evolving role of libraries in supporting both research and education (Okamoto, 2013).

Challenges and Strategies in OA Implementation

Despite the clear advantages, the implementation of OA initiatives faces several challenges. Funding remains a major hurdle, particularly for institutions in developing countries. The costs associated with Article Processing Charges (APCs) required by some OA publishers can be prohibitive, limiting participation (Chisita & Chiparausha, 2019). Furthermore, concerns about the quality and sustainability of OA repositories pose additional challenges. Ensuring academic rigor and maintaining the long-term viability of OA platforms are critical issues that need to be addressed (Ghosh, 2009).

To overcome these challenges, institutions are adopting innovative strategies. Collaborative consortia, such as HathiTrust, enable libraries to share resources and reduce costs. Incentivizing faculty contributions, as seen at the University of Nairobi, encourages researchers to embrace OA practices. Additionally, developing comprehensive guides and training programs can help academics navigate the complexities of OA publishing (Leng, Ali, & Hoo, 2016).

Regional Examples of OA Initiatives

OA initiatives are gaining traction globally, with notable examples from both developed and developing regions. In Africa, the National Open University of Nigeria (NOUN) repository provides free access to research outputs, addressing the resource gap in the region. Similarly, the University of Zimbabwe has implemented institutional mandates and training programs to promote OA, reflecting the growing recognition of its importance (Chisita & Chiparausha, 2019).

In Asia, Kyoto University in Japan has adopted OA policies to digitize rare materials and promote access to scholarly articles. European institutions, supported by programs like OpenAIRE, are also making significant strides in OA adoption (Nishioka, 2018). These regional examples illustrate the diverse approaches to implementing OA and highlight the global nature of this movement.

Technological Integration in OA

Technological advancements have been instrumental in the success of OA initiatives. Digital repositories like MIT’s DSpace provide a robust platform for storing and sharing research outputs. Metadata harvesting techniques, such as those enabled by the Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH), enhance the discoverability of OA content, ensuring it reaches a broader audience (Cruz et al., 2024; Leng et al., 2016).

The integration of Information and Communication Technologies (ICTs) and artificial intelligence (AI) further enhances the management of OA resources. Platforms like CORE leverage AI to aggregate research from repositories worldwide, providing a seamless user experience. These technological innovations underscore the potential of OA to transform scholarly communication in the digital age (Blumesberger & McNeill, 2012).

Conclusion

Open Access initiatives represent a critical step toward a more equitable and accessible academic landscape. By removing barriers to knowledge, OA empowers researchers, students, and the public to benefit from the wealth of information produced by the global academic community. However, addressing challenges related to funding, quality assurance, and sustainability is essential to realizing the full potential of OA. As libraries continue to innovate and adapt, their role in advancing OA will remain central to the future of scholarly communication.

References

• Bawack, R., & Nkolo, P. (2019). Open access movement: Reception and acceptance by academic libraries in developing countries. Library Philosophy and Practice.
• Bhaskaran, P., & Koovakkai, D. (2019). Perception of library professionals in Kerala towards open access publications: A gender wise study. Library Philosophy and Practice.
• Blumesberger, S., & McNeill, G. (2012). Open access activities of the Vienna University Library. VOEB-Mitteilungen.
• Chisita, C. T., & Chiparausha, B. (2019). Open access initiatives in Zimbabwe: Case of academic libraries. Journal of Academic Librarianship.
• Cruz, L. E., Viray, M. R., & Flores, R. M. (2024). Co-creating open initiatives at De La Salle University Libraries: The Animo Repository experience. IFLA Journal.
• Gedye, R. (2004). Open access is only part of the story. Serials Review.
• Ghosh, M. (2009). Information professionals in the open access era: The competencies, challenges and new roles. Information Development.
• Goddard, M. W., & Brundy, C. (2024). Open access workflows for academic libraries. College and Research Libraries.
• Leng, C. B., Ali, K. M., & Hoo, C. E. (2016). Open access repositories on open educational resources: Feasibility of adopting the Japanese model for academic libraries. Asian Association of Open Universities Journal.
• Nishioka, C. (2018). Promoting open access by the Kyoto University Library. In Proceedings of the 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI).
• Okamoto, K. (2013). Making higher education more affordable, one course reading at a time: Academic libraries as key advocates for open access textbooks and educational resources. Public Services Quarterly.
• Pinter, F. (2012). Open access for scholarly books? Publishing Research Quarterly.

Cabaran Pendidikan Pengguna Perpustakaan di Universiti

by mfuad | Dec 1, 2024 | Penulisan Ilmiah

Mohd Fuad Mohamed Yusof
mfuad@utm.my.

Abstrak

Pendidikan pengguna perpustakaan universiti adalah kunci untuk memaksimumkan penggunaan sumber dan perkhidmatan perpustakaan. Artikel ini membincangkan amalan terbaik seperti integrasi literasi maklumat dalam kurikulum, penggunaan media sosial, sokongan pengurusan sitasi, dan latihan pustakawan. Setiap pendekatan dihurai bersama kelebihan dan cabarannya. Pendekatan holistik, inovatif, dan berpusatkan pengguna diperlukan untuk memastikan perpustakaan kekal relevan dalam menyokong pencapaian akademik dan penyelidikan universiti.

Keyword

Pendidikan Pengguna Perpustakaan, Literasi Maklumat, Media Sosial, Sokongan Pengurusan Sitasi

Pendidikan pengguna perpustakaan memainkan peranan penting dalam memastikan pelajar dan pensyarah mampu menggunakan perpustakaan secara efektif. Walau bagaimanapun, setiap amalan terbaik yang diketengahkan mempunyai kelebihan dan kekurangan tersendiri. Berikut adalah huraian mendalam mengenai setiap isu:

1. Program Literasi Maklumat

Kelebihan: Integrasi literasi maklumat ke dalam kurikulum menyediakan pelajar dengan kemahiran kritikal seperti penilaian sumber dan etika dalam penggunaan maklumat. Pelajar belajar melalui kaedah pembelajaran berasaskan masalah (PBL), yang membantu mereka menyelesaikan masalah sebenar dalam kajian akademik. Sebagai contoh, pelajar sains boleh diajar cara mencari artikel penyelidikan terkini di pangkalan data seperti Scopus dan PubMed (Chen & Lin, 2011).

Kelemahan: Proses integrasi ini memerlukan kerjasama erat antara pustakawan dan fakulti, yang kadang kala sukar dicapai kerana kekangan jadual dan keutamaan fakulti. Jika tidak dirancang dengan baik, program ini berisiko menjadi kurang relevan dengan keperluan pelajar tertentu.

2. Penggunaan Media Sosial untuk Penglibatan

Kelebihan: Media sosial membolehkan perpustakaan berkomunikasi dengan pengguna secara lebih santai dan mesra. Ini meningkatkan keterlibatan pengguna, terutama pelajar yang lebih muda, dengan perpustakaan. Aktiviti seperti kuiz dalam talian atau bengkel maya boleh menarik lebih banyak perhatian berbanding kaedah tradisional (Li, 2018).

Kelemahan: Penggunaan media sosial memerlukan sumber tambahan seperti kakitangan untuk menguruskan akaun dan menyediakan kandungan. Terdapat juga risiko penggunaannya tidak sesuai, seperti penyebaran maklumat palsu atau penyalahgunaan akaun oleh pihak luar.

3. Sokongan Pengurusan Sitasi

Kelebihan: Alat pengurusan sitasi seperti Zotero dan EndNote membantu pelajar dan pensyarah mengatur rujukan mereka secara sistematik, mengurangkan risiko plagiarisme. Pustakawan yang terlatih dalam alat ini dapat memberikan bimbingan yang berharga dalam bengkel atau sesi satu-satu (Childress, 2011).

Kelemahan: Tidak semua pengguna berminat atau bersedia untuk mempelajari perisian ini, terutamanya jika ia dianggap rumit. Tambahan pula, kos langganan untuk alat premium seperti RefWorks boleh membebankan institusi jika tidak digunakan secara meluas.

4. Latihan dan Pembangunan untuk Pustakawan

Kelebihan: Pembangunan profesional membolehkan pustakawan memperbaharui kemahiran mereka, menjadikan mereka lebih cekap dalam memberikan perkhidmatan yang relevan kepada pengguna. Program seperti ERASMUS+ menyediakan pengalaman antarabangsa yang dapat memperluas perspektif pustakawan (Tufanyazici & Bi̇Lek, 2023).

Kelemahan: Latihan ini memerlukan pembiayaan dan masa, yang mungkin menyebabkan gangguan kepada perkhidmatan harian perpustakaan. Ada juga risiko bahawa pustakawan yang dilatih mungkin tidak dapat mempraktikkan sepenuhnya kemahiran baharu mereka akibat kekangan institusi.

5. Perkhidmatan Berpusatkan Pengguna

Kelebihan: Dengan memahami keperluan spesifik pengguna, perpustakaan dapat menyediakan perkhidmatan yang lebih relevan. Sebagai contoh, pelajar perubatan boleh mendapat manfaat daripada sesi pencarian spesifik PubMed, manakala pelajar seni boleh diberi panduan dalam pencarian koleksi gambar digital (Somerville, 2019).

Kelemahan: Pendekatan ini memerlukan usaha tambahan dalam penyelidikan dan analisis keperluan pengguna, yang mungkin memerlukan masa dan sumber yang signifikan. Sekiranya tidak dilaksanakan dengan baik, ia boleh membawa kepada perkhidmatan yang tidak seimbang atau terlalu tertumpu kepada kumpulan tertentu.

6. Mengatasi Halangan

Kelebihan: Mengambil pendekatan proaktif untuk mengatasi halangan seperti kekurangan minat pengguna dapat meningkatkan keberkesanan pendidikan perpustakaan. Ini termasuk memperkenalkan teknologi baharu dan menggunakan kaedah pengajaran inovatif seperti gamifikasi. Kajian Baro dan Zuokemefa (2011) menunjukkan strategi ini berjaya menarik perhatian pelajar.

Kelemahan: Beberapa halangan seperti kekurangan kakitangan dan sumber mungkin memerlukan penyelesaian jangka panjang yang sukar dicapai dengan cepat. Selain itu, mengubah persepsi pengguna terhadap perpustakaan adalah satu cabaran yang memerlukan usaha berterusan.

7. Laluan Perkhidmatan Inovatif

Kelebihan: Perkhidmatan subjek khusus dapat meningkatkan nilai perpustakaan sebagai rakan kongsi dalam penyelidikan. Pustakawan subjek boleh menyediakan panduan dan sokongan mendalam dalam bidang tertentu, seperti data bibliometrik untuk penyelidikan impak tinggi (Yue Nan et al., 2021).

Kelemahan: Keperluan untuk mengkhususkan pustakawan dalam bidang tertentu boleh menimbulkan tekanan dalam pengurusan kakitangan, terutamanya jika terdapat kekurangan pustakawan dengan latar belakang yang sesuai.

8. Pembelajaran Berasaskan Pengalaman untuk Pelajar Pekerja

Kelebihan: Pelajar pekerja yang mendapat latihan berasaskan pengalaman dapat membantu perpustakaan menjalankan perkhidmatan sambil membangunkan kemahiran profesional mereka. Mereka boleh memainkan peranan penting dalam membantu rakan sebaya memahami penggunaan sumber perpustakaan (Thomsett-Scott, 2012).

Kelemahan: Latihan yang tidak mencukupi atau pemantauan yang lemah boleh menyebabkan pelajar pekerja memberikan maklumat yang salah kepada pengguna lain. Ini boleh menjejaskan reputasi perkhidmatan perpustakaan jika tidak ditangani segera.

Kesimpulan

Amalan terbaik dalam pendidikan pengguna perpustakaan di universiti memainkan peranan yang kritikal dalam memastikan pelajar dan pensyarah dapat memanfaatkan sepenuhnya sumber dan perkhidmatan yang ditawarkan. Setiap strategi—daripada program literasi maklumat hingga penggunaan media sosial, dan sokongan pengurusan sitasi—mempunyai kekuatan tersendiri yang dapat memperkasa pengguna dengan kemahiran yang diperlukan untuk berjaya dalam bidang akademik dan penyelidikan. Namun, setiap pendekatan juga mempunyai cabaran yang memerlukan pengurusan bijak dan komitmen berterusan daripada perpustakaan.

Penting untuk diingat bahawa pendidikan pengguna yang berkesan memerlukan pendekatan holistik yang menggabungkan inovasi teknologi, latihan berterusan, dan perkhidmatan berpusatkan pengguna. Pustakawan harus memainkan peranan proaktif sebagai rakan kongsi dalam pendidikan dan penyelidikan, sambil menyesuaikan perkhidmatan mengikut keperluan pengguna yang pelbagai. Dengan mengatasi halangan seperti kekangan sumber dan kurangnya kesedaran pengguna, perpustakaan universiti dapat terus relevan dan menyumbang secara signifikan kepada pencapaian matlamat akademik dan institusi.

Akhirnya, kejayaan pendidikan pengguna perpustakaan bergantung kepada usaha kolektif semua pihak—pustakawan, fakulti, dan pengguna—dalam membentuk perpustakaan sebagai pusat pembelajaran dinamik dan inklusif.

Rujukan

• Baro, E. E., & Zuokemefa, T. (2011). Information literacy programmes in Nigeria: A survey of 36 university libraries. New Library World, 112(11/12), 549-565. https://doi.org/10.1108/03074801111190213
• Chen, K., & Lin, P. (2011). Information literacy in university library user education. Aslib Proceedings: New Information Perspectives, 63(4), 381-393. https://doi.org/10.1108/00012531111148967
• Childress, D. (2011). Citation tools in academic libraries: Best practices for reference and instruction. Reference & User Services Quarterly, 50(3), 204-208. https://doi.org/10.5860/rusq.50n3
• Li, Q. (2018). Innovative uses of social media in information literacy education, library outreach, and user engagement: An international perspective. ASEE Annual Conference and Exposition, Conference Proceedings. https://doi.org/10.18260/1-2–29778
• Somerville, A. N. (2019). Managing effective information services for end-users in academic sci-tech libraries. Serving End-Users in Sci-Tech Libraries. https://doi.org/10.1016/B978-1-84334-467-5.50008-1
• Thomsett-Scott, B. (2012). Creating a formal program to train LIS students for reference services. The Reference Librarian, 53(2), 215-224. https://doi.org/10.1080/02763877.2011.598785
• Tufanyazici, E., & Bi̇Lek, F. (2023). The Myongji University Library Experience: The Impact of the ERASMUS+ Personnel Exchange Program on the Professional Development of University Librarians. Bilgi Dunyasi, 24(1), 49-63. https://doi.org/10.15612/bd.2023.861
• Yue Nan, W., Fang, H., & Dan Mei, W. (2021). Exploration and practice of subject service in Tianjin University Library under the background of supporting the construction of “Double First-Class” in colleges and universities. ACM International Conference Proceeding Series. https://doi.org/10.1145/3449838.3449841

Kecerdasan Buatan (AI): Peluang, Cabaran, dan Masa Depan

by mfuad | Nov 20, 2024 | Penulisan Ilmiah

Mohd Fuad Mohamed Yusof
mfuad@utm.my.

Abstrak

Artikel ini membincangkan pelbagai sudut kesan kecerdasan buatan (AI) terhadap masyarakat dengan memberi fokus kepada ekonomi, pendidikan, dan etika. Dengan sokongan inisiatif seperti “AI Untuk Rakyat” oleh kerajaan Malaysia, artikel ini mengupas cabaran jurang digital dan nilai manusiawi, serta menawarkan cadangan praktikal bagi memanfaatkan teknologi ini secara inklusif. Penulisan ini turut menggabungkan pandangan dari pelbagai sumber termasuk statistik, kajian saintifik, dan ucapan rasmi untuk membentuk analisis yang menyeluruh.

Keyword

Kecerdasan buatan, AI, Pendidikan

Pengenalan

Menurut Kamus Dewan Edisi Keempat, kecerdasan buatan merujuk kepada teknologi yang meniru kebolehan manusia untuk berfikir dan membuat keputusan. Pada era digital ini, AI menjadi pemangkin transformasi dalam pelbagai sektor seperti perindustrian, pendidikan, dan perkhidmatan. Namun, perkembangan teknologi ini turut disertai cabaran seperti ketidaksamaan akses dan kehilangan nilai manusiawi. Perdana Menteri Malaysia, Dato’ Seri Anwar Ibrahim, menekankan pentingnya AI dikuasai segera untuk memastikan negara tidak ketinggalan dalam perubahan global (Pejabat Perdana Menteri, 2024). Selain itu, laporan McKinsey (2023) mendapati 70% syarikat global telah mengintegrasikan AI, menunjukkan teknologi ini semakin relevan dalam ekonomi moden.

AI dan Transformasi Ekonomi

AI merupakan pemacu utama pertumbuhan ekonomi dengan memberikan kelebihan kompetitif kepada negara yang melabur dalam teknologi ini. Perdana Menteri menekankan bahawa AI perlu diterima dan dikuasai dengan pantas bagi memastikan Malaysia tidak ketinggalan (Pejabat Perdana Menteri, 2024). Contohnya, syarikat seperti Amazon menggunakan AI untuk mengoptimumkan rantaian bekalan, menjimatkan kos operasi sehingga 30%. Kajian daripada PwC (2022) meramalkan AI akan menyumbang USD 15.7 trilion kepada ekonomi global pada tahun 2030, namun risiko ketidaksamaan ekonomi harus ditangani untuk memastikan manfaat teknologi ini dirasai secara adil.

 Pendidikan dan Literasi AI

Pendidikan merupakan asas penting dalam membangun literasi AI di kalangan masyarakat. Perdana Menteri mencadangkan pelaksanaan program “AI Untuk Rakyat” di universiti dan sekolah bagi memastikan golongan muda memahami asas teknologi ini (Pejabat Perdana Menteri, 2024). Langkah ini selari dengan usaha negara maju seperti Korea Selatan yang memperkenalkan kurikulum AI di sekolah rendah. Kajian oleh UNESCO (2023) menunjukkan bahawa integrasi AI dalam pendidikan dapat meningkatkan keberhasilan pelajar sebanyak 40%. Bagaimanapun, cabaran seperti kekurangan tenaga pengajar mahir dan prasarana pendidikan perlu diatasi untuk memastikan keberkesanan inisiatif ini.

Jurang Digital dan Keterangkuman Sosial

Jurang digital kekal sebagai cabaran besar dalam memastikan semua rakyat mendapat akses kepada teknologi AI. Perdana Menteri menggariskan kebimbangan bahawa teknologi moden sering dimanfaatkan golongan elit bandar, meninggalkan penduduk luar bandar dan miskin bandar (Pejabat Perdana Menteri, 2024). Menurut laporan Bank Dunia (2023), hanya 50% penduduk luar bandar di Malaysia mempunyai akses internet berkualiti tinggi, menyebabkan mereka terpinggir daripada peluang teknologi baharu. Penyelesaian seperti subsidi akses internet dan pembangunan infrastruktur digital di kawasan pedalaman adalah langkah penting untuk menangani ketidakseimbangan ini.

Nilai dan Etika dalam Era AI

Kecerdasan buatan juga mencetuskan kebimbangan tentang kehilangan nilai kemanusiaan. Dalam ucapannya, Perdana Menteri menekankan keperluan mengekalkan nilai budaya, agama, dan akhlak dalam membangunkan AI (Pejabat Perdana Menteri, 2024). Isu seperti privasi data dan diskriminasi algoritma telah menjadi perdebatan global. Contohnya, kajian MIT (2022) mendapati 80% sistem AI yang tidak dikawal dengan baik berisiko menyebabkan bias terhadap golongan tertentu. Oleh itu, kerangka undang-undang yang tegas dan pendidikan berasaskan nilai adalah penting untuk memastikan AI digunakan secara beretika.

Kesimpulan

AI menawarkan peluang besar untuk meningkatkan produktiviti ekonomi, memperkasa pendidikan, dan memperkukuh pembangunan negara. Namun, cabaran seperti jurang digital dan implikasi etika memerlukan perhatian serius. Malaysia melalui inisiatif seperti “AI Untuk Rakyat” telah menunjukkan komitmen yang signifikan dalam memastikan teknologi ini dimanfaatkan secara menyeluruh dan inklusif. Usaha bersepadu antara kerajaan, sektor swasta, dan masyarakat diperlukan untuk membina masa depan yang lebih saksama dan lestari dalam era AI.

Rujukan

• Pejabat Perdana Menteri. (2024, Januari 16). Teks ucapan YAB Perdana Menteri: Majlis perasmian AI untuk rakyat. Diperoleh daripada https://www.pmo.gov.my/ms/2024/01/teks-ucapan-yab-perdana-menteri-majlis-perasmian-ai-untuk-rakyat-2/
• McKinsey & Company. (2023). The state of AI in 2023: Generative AI’s breakout year.
• PwC. (2022). Sizing the prize: PwC’s global artificial intelligence study.
• UNESCO. (2023). Artificial Intelligence in education: Promises and challenges.
• MIT. (2022). Ethics in AI: Addressing bias and privacy concerns.
• Bank Dunia. (2023). Bridging the digital divide in Southeast Asia.