This reflective piece is written by Kiyohito Nakazato, a librarian from Waseda University Library, who recently completed a professional internship at Nanyang Technological University (NTU) Library. In this article, he shares his observations from visiting the libraries at the Singapore Institute of Technology (SIT) and the Singapore University of Technology and Design (SUTD).

Views Expressed Disclaimer
The views and opinions expressed in this article are those of the author and do not necessarily reflect the official policy or position of the author’s institution.

Introduction: Background and Central Question

With the advancement of generative AI and digital technologies, university libraries are facing a new question: how can they contribute to students’ information seeking and academic activities? I work at the Waseda University Library in Japan and have been interested in the potential of research support functions using generative AI.

To explore hints for answering this question, I had the opportunity to participate in an internship program from January to February 2025. I spent most of my time at the Nanyang Technological University (NTU) Library and also visited the Singapore Institute of Technology (SIT) Library and the Singapore University of Technology and Design (SUTD) Library.

This article explores the question, “How can university libraries support students’ learning and research in the midst of technological innovations such as generative AI?” by examining practical examples from Singapore.

Chapter 1: Aligning Library Strategies with Institutional and National Policies

In Singapore, the Digital Literacy Framework established by the Ministry of Education (MOE) and the digital literacy learning materials developed by the Singapore Alliance of University Libraries (SAUL) are directly reflected in university library initiatives.

At SIT, a student competency framework has been created based on the SITizen DNA. The library has also established its own internal policies on AI literacy and information and digital literacy. These initiatives are aligned with international frameworks such as the ACRL Framework for Information Literacy for Higher Education and A New Curriculum for Information Literacy (ANCIL), creating a cohesive integration of national policies, university strategies and global standards.

Meanwhile, SUTD publicly shares its SUTD Library Training Materials online, making it easily accessible to users both within and outside the university. Notably, it offers two distinct modules on plagiarism—”Understanding” and “Managing”—demonstrating a strong commitment to academic integrity.

As far as I know, Japan has yet to establish a unified national framework or standards for information literacy education at the university level, despite governmental encouragement to enhance learning outcomes and generic competencies. As a result, individual universities and libraries are often responsible for designing their own educational programs and policies. From my perspective, Singapore’s approach—where national frameworks are systematically integrated into university library activities—appears to be highly structured and coordinated.

Chapter 2: Designing and Enhancing Information Literacy Materials

In Singaporean university libraries, two distinctive approaches stood out in instructional material design: a focus on interactivity and flexibility in guide creation.

SIT utilises e-authoring tools like H5P and iSpring to develop interactive learning materials. In a first-year module I experienced, students were required to drag and drop items into categories, which encouraged active participation and enhanced retention. This approach proved more engaging and accessible than traditional text heavy LibGuides.

Figure 1: Example of instructional material created using H5P at SIT
In this interactive exercise, learners can drag and drop items from the right side of the screen to the left, promoting active engagement and knowledge retention.

SIT also developed a generative AI guide led by the library, with detailed annotations and supportive explanations for students.

Figure 2: A guide page on citing AI-generated content, created by SIT
The guide includes red-coloured annotations added by librarians to help students better understand how to cite outputs from generative AI tools. URL: https://libguides.singaporetech.edu.sg/c.php?g=964014&p=7068821

At SUTD, the Generative AI eBook Series has been developed and made available to students. This series consists of two parts: Part 1: ChatGPT — An Introduction and Part 2: Image Generators — DALL·E & Midjourney: An Introduction. Unlike typical library guides, this material is presented in the form of an e-book, offering a distinctive and more accessible learning format. Notably, the content was created by librarians, with input and review from experts holding doctoral degrees, ensuring both practical relevance and academic credibility.

Figure 3: Covers of the Generative AI eBook Series by SUTD Library
The two-part series includes “ChatGPT – An Introduction” and “Image Generators – DALL·E & Midjourney: An Introduction,” designed by SUTD librarians to help students understand both the concepts and practical uses of generative AI.

As far as I have observed, in Japan, resource guidance is still primarily provided through static guides composed of text and images, often created using content management systems such as LibGuides. The use of interactive tools like H5P remains limited. In my view, Singapore’s proactive efforts in developing visual and experiential learning content provide valuable models for innovation in Japanese university libraries.

Chapter 3: Integrating Libraries into Educational Curricula

I have often been concerned that library sessions may end up being mere system demonstrations. In Singapore, however, each university showcased unique and creative approaches to address this concern.

At SIT, a first-year module included activities where students compared different search tools—Google, the discovery service, and ChatGPT—and discussed keyword strategies. This approach promoted critical thinking and required advanced facilitation skills on the part of the librarians. The internal student competency plan within the library also contributed to smoother integration of library programs into the broader curriculum by supporting collaboration with faculty.

At SUTD, each class is assigned library student representatives, creating formalized points of contact between the class and the library. In small universities or settings with limited library staff, leveraging student representatives or members from other departments to communicate library resources and services can be a practical and effective approach. These student representatives receive training in basic library information and search skills, enabling them to serve as a mini helpdesk for their classmates when needed.

In addition to support for undergraduate students, SUTD also offers a structured learning opportunity for postgraduate students. Postgraduate students in SUTD are able to select a credit-bearing elective called Professional Development, which is conducted by the librarians. Topics cover intellectual property, AI, and more, helping students prepare for both their research and future careers.

Chapter 4: Fostering Student Engagement

As far as I know, in Japan, expressions such as “user support” and “user service” are well established in academic libraries, whereas the term “user engagement” is not widely adopted. This may be partly because, in my understanding, academic libraries have traditionally been seen as passive service providers—focused on offering resources, answering questions, and supporting learning.

In contrast, “engagement” implies a more proactive and mutual approach, where libraries and students interact with each other and collaborate actively in the learning process. This shift from “serving” to “co-creating” can feel unfamiliar within the conventional support-oriented culture of Japanese university libraries.

My visits to SIT and SUTD allowed me to reflect for the first time on the significance of user engagement, as I observed multiple initiatives designed to foster deeper student involvement and collaboration.

At SIT, a creative wellness initiative involves lending study companion plushies that students can take into classrooms and other spaces. This small but thoughtful act reflects the library’s sensitivity to students’ emotional well-being and creates a sense of belonging.

Figure 4: Library study companion plushies available for loan at SIT
Students can borrow this study companion plushy and take it to classrooms or study areas. The initiative reflects the library’s creative approach to promoting student well-being.

On the other hand, SUTD has designated “Wellness Spots” furnished with curated reading materials and calming atmospheres to support students’ mental health.

Figure 5: Student rest area at SUTD Library
This dedicated space allows students to take breaks and includes a bookshelf of leisure reading books.

SUTD also places a strong emphasis on showcasing student work. Projects created by students are exhibited prominently at the main entrance of the library, enhancing a sense of pride and motivation among the student body.

Figure 6: Exhibition of student works at the entrance of the SUTD Library
This display showcases student projects in a prominent location, highlighting their achievements and fostering a sense of pride and motivation.

Furthermore, SIT provides lending services for items such as robots and AV equipment, with dedicated return shelves thoughtfully designed for these tools. At SUTD, the library displays physical materials tailored to the university’s design and engineering programs, illustrating its role not only as an information centre but also as a platform for learning by doing.

Figure 7: Materials for in-library use at SUTD (right) and loanable robots at SIT
On the right, materials curated to support SUTD’s design and engineering education are available for in-library use. The robot shown is part of SIT’s lending service, illustrating the library’s support for hands-on learning.

Chapter 5: Library Spaces and Community Connectivity

University libraries in Singapore are not merely facilities for providing information to students and staff—they serve as hubs that connect the university with the broader community. At SIT’s new Punggol campus, the library building is designed adjacent to research facilities, fostering closer academic collaboration.

Figure 8: New SIT Punggol campus where the library is physically connected to the research building
This design reflects SIT’s aim to integrate library services with academic research activities.

Similarly, SUTD is located next to the Changi Business Park, with the library accessible to local communities, including users from business and aviation hubs, around the campus. The library welcomes these users to use their spaces with the students to allow for serendipitous interactions and collaboration. Within SUTD’s Library, experimental activities such as drone trials are conducted, showcasing flexible uses of library space as a place for innovation and discovery.

Figure 9: Entrance of the SUTD Library, which is open to members of the nearby community under certain conditions
This approach reflects SUTD’s intention to foster meaningful engagement beyond the campus, strengthening ties with the surrounding society.

Additionally, the Punggol Regional Library located near SIT offers advanced services such as AI-powered information assistance and a 360-degree immersive screen, suggesting future collaborations between SIT and public libraries.

As far as I have seen, there are only a few examples in Japan of university libraries being open to the public, and collaborations with public libraries remain rare. In my view, Singapore’s efforts in this area are forward-thinking and worth learning from.

Conclusion

The roles that libraries play in the digital era are increasingly diverse. There is a pressing need to redefine the function of physical spaces, redesign instructional materials, reconsider support for students, and rebuild collaboration with faculty members. The ones who bring these ideas into practice are passionate and skilled librarians.

My experiences in Singapore provided many insights that I hope to bring back and apply to the work of university libraries in Japan.

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Disclosure

This article is an original piece written by the author; Generative AI was used to conduct grammar checks and assess the flow of the document.

Contributed by

Kiyohito Nakazato is a librarian from Waseda University Library, Japan. He recently completed a professional internship at NTU Library in Singapore.

Acknowledgements

I am sincerely grateful to NTU Library, SIT Library, and SUTD Library for their warm hospitality and the valuable perspectives they shared with me during my visit. I would also like to extend my deep appreciation to Waseda University and the Waseda University Library for making this enriching experience possible. This journey has offered me countless opportunities for learning and reflection, and the connections I have made will have a lasting and meaningful influence on both my professional path and personal development.