Andrea Alessandro Gasparini

• Gasparini, Andrea Alessandro (2025). Reversed Time in Systemic Design Activities. RSD5 Symposium Proceedings. ISSN 2371-8404. RSD13. Full text in Research Archive Show summary

  The design community has approached time in various ways. As time has many uncovered facets and characteristics, systemic design research could rethink how to use time as a significant stakeholder in framing solutions addressing complex situations and wicked problems. Using explorative activities as an arena to map and discuss new possibilities in systemic design with a particular mental representation of time, this paper brings new possibilities and insight. Research in how we think and speak about time offer interesting inspiration for designers. An example of alternative space-to-time associations is reversed time. It can be found in a tribe in the Andes in South America that describes, when speaking Aymara, both vocally and with gestures, the future is presented as behind and past events as in front (Núñez & Sweetser, 2006). This article shows how the use of reversed time, as it brings the past in front of a co-design process and the future “back”, could bring additional value to the generative needs in systemic design. The paper presents two small explorative activities. The goal of the first activity was to firstly address the challenges students of philology meet after their study and secondly observe whether using a reversed time approach could bring new insights and perspectives. The second task was named “Recall of a past event”, which aimed to elicit important and unique past events helping participants bring the past in front. The use of reversed time seems to potentially change the mental representation of time for designers and participants and enrich the design process with a higher focus on past experiences. For instance, one possible effect is that the innovation factor becomes tamed in the generative phase of creating representations of organizational and societal complexity. Concluding, as one of the goals of systemic design is knowledge creation, the value of past experiences should not be underestimated.

• Babaci-Wilhite, Zehlia; Gasparini, Andrea Alessandro & Mchombo, Sam (2025). Reimagined AI pedagogy for equity and diversity in multilingual classrooms: A case study of hope in comparative and international education. Prospect: Quarterly Review of Comparative Education. ISSN 0033-1538. doi: 10.1007/s11125-025-09720-4. Full text in Research Archive Show summary

  This article examines how technology can help bridge vocabulary gaps identified by Hart and Risley (2003) at Rice University, where children from different socioeconomic backgrounds were exposed to vastly different word counts. Learning languages with shared vocabulary can accelerate acquisition and be cost-effective. Traditional audio and video tools have limitations, but Artificial Intelligence (AI), particularly through Natural Language Processing (NLP) and Natural Language Understanding (NLU), enhances learning by focusing on context rather than isolated vocabulary. This approach aligns with design thinking in education. Beyond language skills, multilingual learning fosters cultural awareness and cognitive development. Integrating multidisciplinary subjects in multilingual classrooms supports diverse memory processes. This article also explores how students analyze “strong” words to construct meaning, contributing to a pedagogical model that promotes equity and diversity in language education.

• Gasparini, Andrea Alessandro & Velden, Maja Van Der (2025). Minerals as Keepers of Time. In Laursen, Linda Nhu & Hansen, Andreas Kornmaaler (Ed.), Proceedings of the 6th Product Lifetimes and the Environment Conference (PLATE2025). Aalborg University. ISSN 9788776420604. p. 914–916. doi: 10.54337/plate2025-10299. Full text in Research Archive Show summary

  The Product Lifetimes and the Environment (PLATE) conference brings together some of the leading researchers trying to address ways for us to align our consumption more realistically within our planetary means. Within the PLATE community, there is a shared recognition that the current patterns of production and consumption are unsustainable and that extending product lifetimes is a critical, though complex, strategy for reducing environmental impact. However, the mechanisms behind product lifetime extension may also come into question. Therefore, it is crucial to approach the topic of environmental impact caused by product consumption from different angles.

• Mirmotahari, Omid; Gasparini, Andrea Alessandro; Velden, Maja Van Der; Røyne, Anja & Komissarova, Tatsiana (2025). Miljøparadokset i kunstig intelligens: En balansegang mellom teknologisk fremskritt og bærekraft. Nordic Journal of STEM Education. 9(2), p. 250–254. doi: 10.5324/njsteme.v9i2.6403. Full text in Research Archive Show summary

  I takt med at kunstig intelligens (KI) og andre avanserte teknologier revolusjonerer vårt samfunn, vokser bekymringen for deres miljøpåvirkning. Dette posisjonsdokumentet undersøker det paradoksale forholdet mellom teknologisk utvikling og miljømessig bærekraft, med særlig fokus på ressursbruk og energiforbruk. Vi drøfter hvordan utviklingen av stadig mer kraftfulle systemer står i konflikt med bærekraftsmål, og utforsker potensielle løsninger for å balansere teknologisk fremskritt med miljøansvar. Særlig vektlegger vi betydningen av å integrere bærekraftsperspektiver og digital kompetanse i STEM-utdanning for å forberede fremtidens forskere, designere, ingeniører og beslutningstakere på tvers av naturvitenskap, teknologi, ingeniørfag og matematikk.

• Grote, Michael; Faber, Hege Charlotte & Gasparini, Andrea Alessandro (2024). Artificial Intelligence in PhD Education: New Perspectives for Research Libraries. LIBER Quarterly: The Journal of European Research Libraries. ISSN 1435-5205. 34(1). doi: 10.53377/lq.18137. Full text in Research Archive Show summary

  Artificial intelligence (AI) will drastically influence and change the working methods of scholars and researchers. This paper presents findings from a broad, national survey and a workshop focusing on the challenges and opportunities the advancement of AI poses for PhD candidates, seen from the perspective of library staff working with research support in a number of research libraries in Norway. The paper looks into how research libraries could adapt to the development, addresses the roles of various stakeholders and proposes measures regarding the support of PhD candidates in the responsible use of AI-based tools. Based on insights from the survey and the workshop, the paper also shows what is lacking in the libraries' research support services concerning the understanding and utilisation of AI-based tools. The study reveals a degree of uncertainty among librarians about their role in the AI academic nexus. For the development of competences of teaching staff in academic libraries, the paper recommends to integrate AI-related topics into existing educational resources and to create arenas for sharing experiences and knowledge with relevant partners both within and outside the university.

• Krogstie, John; Krogstie, Birgit Rognebakke; Velden, Maja van der; Gasparini, Andrea Alessandro & Chasanidou, Dimitra (2024). Sustainability analysis of AI-based tools in higher education, NordiCHI '24 Adjunct: Adjunct Proceedings of the 2024 Nordic Conference on Human-Computer Interaction. Association for Computing Machinery (ACM). ISSN 9798400709654. p. 1–3. doi: 10.1145/3677045.3685461. Full text in Research Archive
• Chasanidou, Dimitra; Krogstie, John; Boletsis, Costas & Gasparini, Andrea Alessandro (2024). Sustainability design in industry and academia, 2024 10th International Conference on ICT for Sustainability (ICT4S). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9798331505288. p. 314–323. doi: 10.1109/ICT4S64576.2024.00039. Full text in Research Archive Show summary

  Sustainability design involves the design of sustainable software systems. There is a growing need to integrate sustainability issues into software development; therefore, many approaches have been developed in recent years. A widely used approach for sustainability design, the Sustainability Analysis Framework (SusAF), is applied in three cases, two industrial and one in academia. Following an exploratory, multiple case study research with workshops, interviews, and participant observations, this study discusses the experiences of applying SusAF. The results reveal that SusAF provides a space to conceptualise definitions and a vocabulary for sustainability. It also allows for negotiations on sustainability issues, bringing a multidisciplinary perspective and facilitating tool-based communication. Future work aims to compare SusAF with other sustainability design approaches.

• Kautonen, Heli & Gasparini, Andrea Alessandro (2024). B-Wheel – Building AI competences in academic libraries. The journal of academic librarianship. ISSN 0099-1333. 50(4). doi: 10.1016/j.acalib.2024.102886. Full text in Research Archive Show summary

  Academic libraries have moved swiftly to grasp the challenges and opportunities of the new Artificial Intelligence (AI) technologies. The body of academic and practice-based literature is growing fast, showing how libraries are exploring their role in Information Literacy (IL) and AI, ethics and AI, and how they vigorously test and adopt various AI-powered tools for their services. Across these accounts, librarians express concern about their competence, skills and knowledge of the new technology and its implications for the research community. In this article, we present a holistic process model called the B-Wheel that addresses the phenomenon's complexity with approaches adopted from design thinking ideologies. We propose design approaches as an alternative strategy for academic libraries that want to avoid partial optimisation of AI skills and to ensure more generative competency building in their organisation. We drew inspiration for the B-Wheel model from the principles and pedagogy of the 20th-century Bauhaus art and design school in Germany. The article focuses on the model's features and its elements, constructed through workshops in Scandinavian research libraries. We also present experiences from the first use case in a University Library in Scandinavia. We propose that the main principles of the B-Wheel process model – a holistic design approach and learning by doing – are transferable across and beyond academic libraries.

• Molinari, Alessandra; Turco, Marco Rosselli Del; Janz-Wenig, Katrin; Meyer, Elisabeth; Gasparini, Andrea Alessandro & Aurora, Federico (2024). The Multi- and Interdisciplinary Relevance of Fragment Studies: Two Cases from a State Archive in Italy. Digital Philology. ISSN 2162-9544. 13(1), p. 102–123. doi: 10.1353/dph.2024.a926888. Full text in Research Archive
• Kautonen, Heli & Gasparini, Andrea Alessandro (2023). Research Libraries Approaching Trustworthy Artificial Intelligence. CEUR Workshop Proceedings. Full text in Research Archive Show summary

  Recent advances in artificial intelligence (AI) applications have raised concerns about the consequences of the uncontrolled development of AI technology for society and humans. Information and knowledge professionals working in research libraries are in professions that have long existed and have globally applied ethical codes that serve as self-regulatory ethical norms. New AI technologies that penetrate throughout libraries’ operations cause confusion among librarians and challenge the existing ethics. In this paper, we examine these challenges and present a qualitative study that reveals the ethical considerations that research librarians face when they approach new AI technologies. As there are no established AI ethics norms for research librarians, we compared the international code of conduct for libraries against the European AI guidelines to identify relevant themes for our study. We analyzed the data from two Scandinavian workshops for librarians. Our findings highlight the central role of research libraries in making AI-powered research ethical. Our study also indicates a need to update international codes of conduct for libraries for the AI age by including aspects of AI agency and the interests of future generations. This helps librarians better orient themselves and their patrons towards a trustworthy and existentially sustainable future with AI systems.

• Årsand, Siv; Velden, Maja Van Der & Gasparini, Andrea Alessandro (2023). A Materials Library as a Method to Explore the Conditions for Regenerative Technologies and Systems. RSD5 Symposium Proceedings. ISSN 2371-8404. RSD12, p. 1–15. Full text in Research Archive Show summary

  Inspired by the regenerative message of Nordmarka’s Future Library, whose books will only be printed once the trees planted for this purpose have reached maturity (100 years), we present the Materials Library for the Digital World. This Library will enable access to the invisible world of materials that become our digital technologies. Each material in the Library will become an entry point on a gigamap (Sevaldson, 2011, 2018) that will visualise the complexity of connections between the different sites of resource extraction, manufacturing, use, and discarding of digital devices. In this paper, we present some background on materials libraries, followed by a short presentation of our design framework and some of the concepts that will inspire the design of the Materials Library. These concepts are entanglement of nature and technology, visualising the invisible, open, nomadic, pluriverse, and slow. We understand our Materials Library as a creative method to provoke (Jones, 2014)—to question the normalcy and business-as-usual of the digital world and as a design method that enables the conditions for regenerative technologies and systems to emerge.

• Gasparini, Andrea Alessandro & Kautonen, Heli (2022). Understanding Artificial Intelligence in Research Libraries: An Extensive Literature Review. LIBER Quarterly: The Journal of European Research Libraries. ISSN 1435-5205. 32(1), p. 1–36. doi: 10.53377/lq.10934. Full text in Research Archive Show summary

  Artificial intelligence (AI) now forms a part of various activities in the academic world. AI will also affect how research libraries perform and carry out their services and how the various kinds of data they hold in their repositories will be used in the future. For the moment, the landscape is complex and unclear, and library personnel and leaders are uncertain about where they should lay the path ahead. This extensive literature review provides an overview of how research libraries understand, react to, and work with AI. This paper examines the roles conceived for libraries and librarians, their users, and AI. Finally, design thinking is presented as an approach to solving emerging issues with AI and opening up opportunities for this technology at a more strategic level.

• Culén, Alma Leora & Gasparini, Andrea A. (2019). STEAM Education: Why Learn Design Thinking? In Babaci-Wilhite, Zehlia (Eds.), Promoting Language and STEAM as Human Rights in Education. Springer. ISSN 9789811328794. p. 91–108. doi: 10.1007/978-981-13-2880-0_6. Full text in Research Archive
• Gasparini, Andrea A. (2019). Building Design Capabilities in Academic Libraries. Conference proceedings of the Design Management Academy. doi: 10.33114/adim.2019.04.376. Full text in Research Archive Show summary

  While design-led innovation may have huge potential to change both tangible outcomes of design, such as products and services, and the intangible ones such as values, mindsets and organizational cultures, the approach has not been broadly investigated in the organizational settings, especially when it comes to building in-house design capabilities. The paper reflects on both practical and theoretical concerns around building of design capabilities in academic libraries. The making and sustaining design capabilities was supported by design interventions in the form of design workshops and other design activities, and repeated re-enforcements of constructivist and experiential organizational learning leading to integration of design proto practices with daily routines and established work practices. The findings are articulated as a set of guidelines toward building design capabilities in academic libraries through design thinking. At the conceptual level, the work highlights the importance of openness, dialogical spaces and temporal aspects of such processes.

• Molinari, Alessandra & Gasparini, Andrea A. (2019). When Students Design University: a Case Study of Creative Interdisciplinarity between Design Thinking and Humanities. Open Education Studies. 1(1), p. 24–52. doi: 10.1515/edu-2019-0002. Full text in Research Archive
• Gasparini, Andrea (2018). This is not you! Indetity crisis in the 21st century. In Gersbeck-Schierholz, Birgit; Wögerer, Christian & Schulz, Steffen Gerhard (Ed.), ACHI 2018, The Eleventh International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 9781612086163. p. 13–18. Full text in Research Archive Show summary

  Identity today has become a complex issue. An average user of the Internet has accounts on several services, and several traces of use are gathered by large companies. However, the same companies are using Artificial Intelligence in their services. This paper presents possible impacts the new wave of artificial intelligence will have on users understanding of their own identity when they may approach services where this technology is active. Moreover, the effects of having an Artificial Intelligence-based service as a coach or advisor will be highlighted. A pragmatic stand will be applied to address the importance of the context in which the Artificial Intelligence will be used to understand the effects it may have on user’s identity. As a case study, the paper presents the result of two design workshops where the goal was to prototype possible solutions and scenarios to support university students entering the academic life when Artificial Intelligence-based services are used. © 2018 IARIA

• Gasparini, Andrea; Mohammed, Ahmed Abdi & Oropallo, Gabriele (2018). Service design for artificial intelligence. In Meroni, Anna; Medina, A & Villari, Beatrice (Ed.), ServDes2018: Service Design Proof of Concept - Proceedings of the ServDes2018 Conference, Milano, 18-20 June. Linköping University Electronic Press. ISSN 9789176852378. p. 1064–1073. Full text in Research Archive Show summary

  In this paper, we present the first findings of a project testing Artificial Intelligence (AI) in an academic library with the aim to support and redefine library services. The context of the research project is an academic library. Libraries represent an ideal environment for containing potential bias and test prototypes. Several AI supported services are prototyped and tested during a research project. The paper features approaches such as user journey and blueprint to address issues service providers and service users might encounter. The paper identifies a series of factors that need to be taken into account when designing prototypes in which AI features centrally. The paper also charts the implications of AI-enhanced library services in relation to users’s behaviour and expectations and organizations’ workflow.

• Gasparini, Andrea A. & Culén, Alma Leora (2017). Openness and design Practices in Academic Libraries. International Journal of Multidisciplinarity in Business and Science. 3(4), p. 76–83. Full text in Research Archive Show summary

  This paper explores openness and its role and relevance in creating an opportunity for sustained innovation through design thinking in organizations such as libraries. There is a growing recognition of design thinking as an effective approach to innovation. Many libraries, also academic ones, seem to have embraced the approach. However, to enable sustained, and not only short-term efforts to innovate, we believe that design thinking needs to be integrated with existing library practices. Furthermore, we consider that openness towards designerly ways of working is crucial in achieving that goal. In this paper, we discuss diverse ways in which openness plays a role in design thinking led innovation, including openness to learning new skills, question and explore, acquire new values, and continually integrate what is learned with existing practices. Two cases from our research on effects of design thinking on academic library practices are used to illustrate the importance of openness in this process.

• Gasparini, Andrea & Culén, Alma Leora (2017). Temporality and innovation in digital humanities: The case of Papyri from Tebtunis. ID&A Interaction design & architecture(s). ISSN 1826-9745. p. 161–184. Full text in Research Archive
• Culén, Alma Leora; Gasparini, Andrea A.; Minaříková, Pavla; Novotný, Roman; Pandey, Sumit & Suchá, Ladislava Zbiejczuk (2016). When Designers are Non-designers: Open Endedness vs. Structure of Design Tools. In Blashki, Katherine & Xiao, Yingcai (Ed.), Proceedings of the International Conference on Interfaces and Human Computer Interaction 2016. IADIS Press. ISSN 9789898533524. p. 3–11. Full text in Research Archive Show summary

  In this paper, we explore types of toolsets that are suitable for design thinking processes, when design teams consist of non-designers. We have conducted a series of workshops to experiment with open-ended, semi-structured and structured tools, using design thinking for libraries as a research case. Our results clearly indicate that semi-structured tools fare best regarding variety of outputs, breadth of ideas and engagement of participants.

• Gasparini, Andrea A. & Chasanidou, Dimitra (2016). Understanding the role of design thinking methods and tools in innovation process, The Proceedings of The XXVII ISPIM Conference 2016 Porto, Portugal - 19-22 June 2016. International symposium of product innovation management. ISSN 9789522659293. Full text in Research Archive Show summary

  This paper presents the results of an ongoing qualitative study with employees working with innovation in a Scandinavian company. Using Design Thinking as an approach, the paper analyses how different tools are used to initiate innovation processes. Issues like innovation drivers, team structure, creativity, information flow among teams, usefulness and challenges of using the methods and tools are discussed. The role of different design tools in innovation processes opens the discussion for possible future directions. The results suggest that many methods and tools could generate value in regards with the innovation processes, while there are many challenges that need to be considered. The findings could be beneficial primarily for companies that facilitate DT methods, designers, developers, managers and other involved members in innovation activities could gain insights on how to implement DT methods and tools.

• Culén, Alma Leora & Gasparini, Andrea A. (2015). HCI and Design Thinking: Effects on Innovation in the Academic Library. In Kommers, Piet & Isaías, Pedro (Ed.), Proceedings of the International Conferences on Interfaces and Human Computer Interaction 2015, Game and Entertainment Technologies 2015 and Computer Graphics, Visualization, Computer Vision and Image Processing 2015. IADIS Press. ISSN 9789898533388. p. 3–10. Full text in Research Archive Show summary

  This paper is concerned with how two design processes that are seemingly very similar, human-computer interaction design and design thinking, affect innovation in the context of an academic library. Twenty different multidisciplinary projects involving advanced students of interaction design, researchers and library employees, using either of these two approaches or their combination, were conducted during the past four years. We chose two projects that we consider as illustrative of overall findings, in particular, regarding outcomes for diverse stakeholders. Both projects were focusing on the same problem, which many academic (and public) libraries face, of accessing library’s e-book collections and making doing so more enjoyable. IADIS – International Association for Development of the Information Society http://www.iadis.org

• Gasparini, Andrea A. (2015). A holistic approach to user experience in the context of an academic library interactive system. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 9188, p. 173–184. doi: 10.1007/978-3-319-20889-3_17. Full text in Research Archive
• Chasanidou, Dimitra; Gasparini, Andrea A. & Lee, Eunji (2015). Design Thinking Methods and Tools for Innovation. In Marcus, Aaron (Eds.), Design, User Experience, and Usability: Design Discourse : 4th International Conference, DUXU 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings, Part I. Springer. ISSN 9783319208855. p. 12–23. doi: 10.1007/978-3-319-20886-2_2. Full text in Research Archive Show summary

  Design thinking (DT) is regarded as a system of three overlapping spaces—viability, desirability, and feasibility—where innovation increases when all three perspectives are addressed. Understanding how innovation within teams can be supported by DT methods and tools captivates the interest of business communities. This paper aims to examine how DT methods and tools foster innovation in teams. A case study approach, based on two workshops, examined three DT methods with a software tool. The findings support the use of DT methods and tools as a way of incubating ideas and creating innovative solutions within teams when team collaboration and software limitations are balanced. The paper proposes guidelines for utilizing DT methods and tools in innovation projects.

• Gasparini, Andrea A. (2015). Perspective and Use of Empathy in Design Thinking. International Conferences on Advances in Computer-Human Interactions ACHI. p. 49–54. Full text in Research Archive
• Gasparini, Andrea A. & Culén, Alma Leora (2014). University library as a living lab: innovating with students. International Journal of Multidisciplinarity in Business and Science. 2(2), p. 20–25. Full text in Research Archive
• Culén, Alma Leora & Gasparini, Andrea A. (2014). Find a Book! Unpacking Customer Journeys at Academic Library. In Miller, Leslie & Culén, Alma Leora (Ed.), ACHI 2014, The Seventh International Conference on Advances in Computer-Human Interactions. ThinkMind. ISSN 9781612083254. p. 89–95. Full text in Research Archive
• Chasanidou, Dimitra; Gasparini, Andrea A. & Lee, Eunji (2014). Design Thinking Methods and Tools for Innovation in Multidisciplinary Teams. In Culén, Alma Leora & Følstad, Asbjørn (Ed.), Innovation in HCI: what can we learn from design thinking?. Universitetet i Oslo. ISSN 9788273684073. p. 27–30. Full text in Research Archive
• Finken, Sisse; Culén, Alma Leora & Gasparini, Andrea (2014). Nurturing Creativity: Assemblages in HCI Design Practices. In Niedderer, Kristina (Eds.), Proceedings of DRS 2014: Design's big debates. Design Research Society Biennal international conference 16-19 June 2014. Design Research Society. ISSN 9789176010686. p. 1204–1217. Full text in Research Archive Show summary

  This paper investigates the emergence and nourishment of group creativity within humancomputer interaction design (HCID). HCID practitioners are groomed within a scientific tradition and primarily perceive themselves as knowledge seekers, rather than creative makers of things. In an effort to add new value to HCID we refer to ‘assemblage of skills’ and ‘assemblage of design practices’ suggesting that practitioners acquire creativity when combining epistemology (finder) and ontology (maker). We do so by example from an advanced graduate course in HCID where the students were to design products to be exhibited in a well-visited and established annual fair at the university. This task required the presence of skills and practices of both ‘finder’ and ‘maker’. In the process of product making, the students were not allowed to rely exclusively on learned methods and approaches involving users and other stakeholders. Rather, they were to unleash their own creativity. The paper follows this process of emerging creativity through photo documentation, it provides lessons learned, and it discusses how design comes about through a relationship between finding and making. Pages 1204-1217 in Proceedings of DRS 2014 Conference. Umeå, Sweden, June 16-19.

• Culén, Alma Leora; Finken, Sisse & Gasparini, Andrea (2014). iCONFESS Mirroring Digital Self-Disclosure in a Physical Booth. In Meiselwitz, Gabriele (Eds.), Social Computing and Social Media 6th International Conference, SCSM 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014. Proceedings. Springer. ISSN 9783319076324. p. 430–439. doi: 10.1007/978-3-319-07632-4_41. Full text in Research Archive
• Gasparini, Andrea (2014). The Value of Empathy in Design Thinking. In Culén, Alma Leora & Følstad, Asbjørn (Ed.), Innovation in HCI: what can we learn from design thinking?. Universitetet i Oslo. ISSN 9788273684073. p. 8–11. Full text in Research Archive
• Culén, Alma Leora & Gasparini, Andrea A. (2013). Student Driven Innovation: Designing University Library Services. In Berntzen, Lasse & Böhm, Stephan (Ed.), ThinkMind - CENTRIC 2013, The Sixth International Conference on Advances in Human oriented and Personalized Mechanisms, Technologies, and Services. International Academy, Research and Industry Association (IARIA). ISSN 9781612083063. p. 12–17. Full text in Research Archive
• Gasparini, Andrea & Culén, Alma (2013). The iPad in a Classroom: A Cool Personal Item or Simply an Educational Tool? In Miller, Leslie (Eds.), ACHI 2013, The Sixth International Conference on Advances in Computer-Human Interactions. IARIA. ISSN 9781612082509. p. 204–209. doi: 10.1109/icelete.2012.6333771. Full text in Research Archive Show summary

  In this paper, we discuss the dual role of the iPad among the teenage high school students using the tablet as a 1-1 (one tablet per student) educational tool. On one hand, the iPad is a personal, mobile and cool piece of technology. On the other hand, it is a piece of technology provided by the school and given to students as anytime, anyplace mobile educational tool. Our goal is to understand the space between the use situations related to school work and those that are private and personal. After ten months of observations of the use of the iPad, we conclude with that the iPad is treated by teenage participants in our study as purely educational tool.

• Gasparini, Andrea & Culén, Alma (2012). Tablet PCs – An Assistive Technology for Students with Reading Difficulties? In Miller, Leslie & Roncagliolo, Silvana (Ed.), ACHI 2012: The Fifth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 9781612081779. p. 28–34. Full text in Research Archive
• Culén, Alma & Gasparini, Andrea (2012). Situated Techno-Cools: factors that contribute to making technology cool in a given context of use. PsychNology Journal. 10(2), p. 117–139. Full text in Research Archive

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• Gasparini, Andrea A. (2016). Young and Creative - a Designerly Approach to Enhance Interventions in the Public Space. International Academy, Research and Industry Association (IARIA). ISBN 9781612084688. 6 p. Full text in Research Archive Show summary

  The public space is often offset for young people, where bold and complex routines usually may result in more or less functional solutions, sometimes even in unpleasant design. More than ever the future depends on the engagement of youth in the public arena, and as a counterweight to unpleasant design, youth creativity may have in some case an extremely powerful effect in urban environments. On the other hand, it is questionable how their surroundings are prepared and willing to learn and absorb their inputs. The concept of divergent and convergent thinking is used as a viable framework to address and understand youth creativity in public spaces. Using data gathered over several years from a group of skaters, the paper gives new insight in how they learn, create and share new knowledge and how they envision the possibility to design and change their surroundings. Finally, this paper argues for using a designerly supported framework to enhance youth’s creativity and design in public spaces, based on collaboration and co-creation across technology, space and grounded on their creative mindset.

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• Fyhn, Maria Hjørdis Katrin; Gasparini, Andrea Alessandro; Ringnes, Hege Kristin & Ploeg, Mara van der (2026). TAIKun: building trust and competence in AI for librarians through a national collaborative using a train-the-trainer approach. doi: https:/www.conftool.org/fantastic-futures-2026/index.php?page=browseSessions&form_date=2026-09-16&form_session=63&mode=table&presentations=hide. Full text in Research Archive Show summary

  Introduction In retrospect, few could envision the complex situation higher education (HE) is at the start of 2026. Since 2022, Generative Artificial Intelligence has created a unique impact, not only of euphoria for AI-based tools promising a quick fix for research tasks, but also for problems with erroneous and biased results (Flenady & Sparrow, 2025). In Norway, the landscape in HE is quite alike the rest of Europe; searching and testing for possible solutions, but still insecure in how to include AI literacy at all levels in organizations like universities. The situation is problematic since HE students in Norway have increased their use of AI in their studies from 37% to 72% in just two years (Kjelkenes et al., 2026), which will require a quick reaction from HE institutions. Another issue to be taken into consideration is the challenging ethical issues hidden inside Artificial Intelligence. For instance, which data is used to train AI or what are the resources needed, in the form of energy and water, during the entire life cycle of an AI service. In the middle of this tension, an insecurity has emerged in how human intelligence will respond to this almost autonomous entity (Guest et al., 2025). In this context, AI literacy is fundamental for navigating our digital landscapes, but no public institutions seem to be equipped to train its users. Libraries therefore stand uniquely positioned to mediate this transition. This abstract will present how a national project in Norway, aimed to build trust and competence in AI for libraries, addresses various aspects, including literacy, emotions and pedagogy, when developing courses with a train-the-trainer approach. Public Libraries The Norwegian government published a new strategy document/report stating the course for digitalization towards 2030 (Dig.Dir, 2024). By 2030, the entire public sector must use AI in their daily work, and the aim is to become “the world’s most digitalized country” (ibid). Hence, AI is viewed as a core tool for improving public services, strengthening resilience, and enabling a highly digitalized society. To reach the 2030 goals, digital competence and AI skills are essential. Citizens must be equipped to understand, evaluate, and meaningfully engage with AI systems that increasingly influence everyday life. Historically, public libraries in Norway have played a central role in supporting citizens in technological progress. When the internet entered our everyday life, libraries became an essential learning arena – providing access and guidance. This may be seen as a direct parallel for today’s explosive AI use. If Norway is to reach the goals of AI usage, someone must lead in training citizens, and libraries once again have an opportunity to serve as forces for democratic equality. The Role of Academic Libraries Variation in how far library staff have come in adopting AI results in substantial differences in AI competence, both internally within libraries and across the library landscape. However, when it comes to AI, libraries have an important (societal) role in helping people access information and foster education and literacy. Focusing on university libraries more specifically, this also includes information literacy, publishing, and research data management (RDM). Libraries are increasingly taking a leading role in guiding and facilitating AI use in higher education (Ali & Richardson, 2025). On a societal level, knowledge-based AI usage is essential for upholding fundamental values such as freedom of expression and democracy. For all of the abovementioned tasks, AI has become relevant. Despite the abundance of accessible content on AI, there is a significant demand for developing practical AI skills within the library sector (Ali & Richardson, 2025). AI and Emotions As AI-teachers and advisors in Norwegian Academic libraries we have since 2022 met many AI users through holding AI workshops and advising students and researchers. In our experience, both users and librarians inherit and express a variety of emotions in relation to AI. During the first years of implementation, we have witnessed a tendency of evolvement. In the start, participants in our AI workshops often expressed anxiety and insecurity about using AI in research. Today's engagement and curiosity without as much anxiety and insecurity is predominant. AI-use is increasingly implemented, e.g. when it comes to language-editing within academic writing. Even as participants become more familiar with AI over time, they continue to express uncertainty across a wide range of AI related topics. Their levels of prior knowledge vary considerably, which means that feelings of insecurity persist—though they gradually diminish as they gain experience. This variation underscores the need for sustained professional development within libraries. As librarians, we will continue to support students, researchers, and the broader public, and doing so requires maintaining a psychologically safe learning environment where diverse skill levels, questions, and uncertainties can be addressed openly. TAIKun To bridge this gap in competence, we present the TAIKun development project (Tilrettelegging for kompetanseheving og AI-kunnskap; Facilitating Competence Development and AI Knowledge). TAIKun is funded by The Norwegian National Library, being and a collaboration project with five participants being university libraries from across Norway. This collaborative approach ensures that knowledge is not only disseminated but also contextualized to meet the specific needs of Norwegian libraries. The goal of this project is to enhance the competence and confidence of library staff in AI and contribute to building trust in the face of new demands and expectations. A central component of TAIKun is its practical train-the-trainer approach. Prior to the training sessions, participants gain access to a curated list of relevant resources on AI, regulatory frameworks, and a pedagogical toolkit. With this as a shared starting point, the participants then meet in person to discuss prepared cases and exchange experiences and learn from one another. These cases are divided into two main categories: those primarily relevant for librarians working closely with researchers, and those tailored to librarians who mainly support students. The latter group also includes public library staff, as many students rely on their local public library as their nearest point of librarian support. The pedagogical toolkit includes strategies for effective teaching, facilitation techniques, and methods for adapting content to different audiences. This approach ensures that trainers are not only knowledgeable about AI but also skilled in delivering that knowledge in an engaging and accessible way. The fact that the program is not focused on the specifics of AI tools increases its longevity. Although the project is Norwegian, the train-the-trainer program that will be the project output?come out of the project iswill be applicable in other countries as well and will, hopefully, contribute to the demand for developing practical AI skills within the library sector (Ali & Richardson, 2025). Conclusion and some takeaways so far As TAIKun progresses, several key insights have emerged that highlight both the opportunities and challenges of implementing AI training in libraries. One of the most valuable aspects of the project is the use of case-based learning. By working through real-world scenarios tailored to the needs of different librarian groups, those supporting researchers and those supporting students, participants will be able to engage with practical, relatable challenges and training that is directly applicable to their daily work. However, the project has also revealed issues with the pedagogy for AI training. Teaching AI concepts requires a careful balance between technical depth and accessibility. Participants arrive with varying levels of prior knowledge, which makes it challenging to design a one-size-fits-all approach. Additionally, the fast developments in AI make it difficult to create teaching materials that are relevant in the future. These challenges underscore the importance of including a pedagogical toolkit. During the presentation we will not only expand more on the abovementioned issues, but we will also share the findings from the pilot testing of the train-the-trainer program. References Ali, M. Y., & Richardson, J. (2025). AI literacy guidelines and policies for academic libraries: A scoping review. IFLA Journal, 51(3), 588–599. https://doi.org/10.1177/03400352251321192 Dig-Department. (2024, September 26). Utnytte mulighetene i kunstig intelligens. Regjeringen.no. https://www.regjeringen.no/no/tema/statlig-forvaltning/it-politikk/ny-nasjonal-digitaliseringsstrategi/utnytte-mulighetene-i-kunstig-intelligens/id3054706/ Flenady, G., & Sparrow, R. (2025). Cut the bullshit: Why GenAI systems are neither collaborators nor tutors. Teaching in Higher Education, 31(1). https://doi.org/10.1080/13562517.2025.2497263 Guest, O., M. Suarez, B. Müller, E. van Meerkerk, A. Oude Groote Beverborg, R. de Haan, A. Reyes Elizondo, M. Blokpoel, N. Scharfenberg, A. Kleinherenbrink, I. Camerino, M. Woensdregt, D. Monett, J. Brown, L. Avraamidou, J. Alenda-Demoutiez, F. Hermans, and I. van Rooij (2025). Against the un-critical adoption of ‘AI’ technologies in academia. Kjelkenes, R., Helle, M., Holme, T., Nielsen Hole, T., Ianke, P., Mehammer Krog, M., & Størset, H. (2026). Studiebarometer 2025 (Nos. 01–2026). Norwegian Directorate for Higher Education and Skills.

• Gasparini, Andrea Alessandro (2026). Storing information when time has other directions. Full text in Research Archive Show summary

  This paper examines how indigenous temporal concepts can be stored in digital systems. Focusing on the Tzeltal (Mexico) and Yupno (PapuaNewGuinea) languages, it shows how uphill/downhill time metaphors challenge Western-biased infrastructures and can inform more inclusive, non-colonial data storage. Long before computers and digital systems were used to store information, society employed various other methods. For instance, the Roman census in Egypt and other texts on clay or papyrus illustrate that the need to store and index information has existed since the very beginning of the world civilization. In recent decades, the Western world has developed the technology and infrastructure necessary to run computers and store information. The heterogeneity of information storage solutions, from mobile phones to data centers, underlines our lack of control over where and how our information is stored. An emerging negative side-effect is that those systems primarily support a Western way of thinking. Since their foundation, software companies have embedded various colonial biases in their solutions. For instance, structures of information were built that did not include support for indigenous knowledge practices, such as storytelling, and Western working hours defined the format of the electronic calendar. Therefore, it has proven difficult to represent indigenous knowledge when technology is used (Christie, 2005), which has a ripple effect on social inclusion. Using a post-humanistic theoretical framework, this paper discusses how different indigenous representations of time can challenge Western-biased infrastructures and support more inclusive, non-colonial data storage. The primary example used in this study is the linguistic representation of time going uphill (i.e., the future) and downhill (i.e., the past). This linguistic representation is used by the remote “Tzeltal”-speaking rural community of Tenejapa, in Chiapas, Mexico and in the “Yupno”-speaking area of Papua New Guinea (Cooperrider, 2022).

• Gasparini, Andrea Alessandro (2026). The Power of Rejecting Technology in Modern Society When Using Reversed Time. doi: https:/zenodo.org/records/21357271. Full text in Research Archive Show summary

  During the last decade, “refusals” to ubiquitous technology have increased in line with higher consumption of energy and water, and recognition of the political power that tech companies have acquired. The refusal of ubiquitous technology is contextual and should not be considered a counter-network that humans can opt for, rather, it should be viewed as a personal quest. Some examples of refusal are emerging, such as digital detox retreats at an old monastery in Italy (Eremito, 2025). In Norway, mobile phones are now recommended to be banned in classrooms (Udir, n.d.) In addition, parents are creating barriers against the use of smartphones so they can prioritize family life (Hiniker et al., 2015). In another study, findings showed that there is an increasing desire to reduce the use of smartphones (Hiniker et al., 2016). A possible approach to understanding why the addiction to ubiquitous technology is so persistent is time. How we think and talk about the past, present, and future may help address technology addiction and support technology refusal. English speakers typically conceptualize time as a horizontal timeline with the future ahead and the past behind them, leading to a mostly linear representation of time. However, this is not true for several non-Western languages, where different spatial associations with time may exist, including the notion of reversed time (Pamies-Bertrán & Yuan, 2020). An example of reversed time perception is observed in an Andean tribe in South America. When speaking in Aymara, they convey the concept of the future as being behind them and past events as being in front (Núñez & Sweetser, 2006). Using reversed time as an approach, having the past in front may help reflect on the role that ubiquitous technology plays in day-to-day life. Therefore, the knowledge and personal experiences from the past become important values that we might otherwise forget. This aspect is relevant when opting for the refusal of ubiquitous technology and, in doing so, focusing on past experiences like reading a paper book, looking at an old-fashioned album of photos chosen by other family members, or writing a text on paper. Concluding, using reversed time to examine past values as relevant, could help us avoid being overwhelmed by new tech services or artifacts. References Eremito. (2025). Eremito. https://www.eremito.com/en/ Hiniker, A., Hong, S. (Ray), Kohno, T., & Kientz, J. A. (2016). MyTime: Designing and Evaluating an Intervention for Smartphone Non-Use. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 4746–4757. https://doi.org/10.1145/2858036.2858403 Hiniker, A., Sobel, K., Suh, H., Sung, Y.-C., Lee, C. P., & Kientz, J. A. (2015). Texting while Parenting: How Adults Use Mobile Phones while Caring for Children at the Playground. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems, 727–736. https://doi.org/10.1145/2702123.2702199 Núñez, R. E., & Sweetser, E. (2006). With the Future Behind Them: Convergent Evidence From Aymara Language and Gesture in the Crosslinguistic Comparison of Spatial Construals of Time. Cognitive Science, 30(3), 401–450. https://doi.org/10.1207/s15516709cog0000_62 Pamies-Bertrán, A., & Yuan, W. (2020). The spatial conceptualization of time in Spanish and Chinese. Yearbook of Phraseology, 11(1), 107–138. https://doi.org/10.1515/phras-2020-0007 Udir. (n.d.). Anbefalinger om regulering av mobiler og smartklokker i skolen. Retrieved October 14, 2025, from https://www.udir.no/kvalitet-og-kompetanse/digitalisering-skole/anbefalinger-for-mobilbruk-og-smartklokker-i-skolen/

• Halnes, Geir; Javaid, Anam; Solvang, Michael; Nichele, Stefano; Riegler, Michael & Singstad, Bjørn-Jostein [Show all 82 contributors for this article] (2025). Proceedings of NORA’s annual conference 2025. Nordic Machine Intelligence (NMI). 5(3), p. 1–14. doi: 10.5617/nmi.12551. Full text in Research Archive
• Mjør, Kåre Johan; Gasparini, Andrea Alessandro; Ringnes, Hege Kristin; Borit, Cornel; Pedersen, Sindre Andre & Juhasz, Ida Benedicte (2025). KI-informasjon frå norske høgskular og universitet retta mot ph.d.-kandidatar og forskarar: ein retorisk analyse. Full text in Research Archive
• Gasparini, Andrea Alessandro (2025). Integrering av AI-verktøy i doktorgradsforskningen: Et innblikk i AI-kompetansen blant Ph.d.-kandidatene ved UiT Norges arktiske universitet. Full text in Research Archive
• Gasparini, Andrea Alessandro & Westbye, Hilde (2024). Forvaltning av kunnskap inn i AI-alderen. Full text in Research Archive Show summary

  Universitetsbiblioteket i Oslo har jobbet i noen år med kunstig intelligens for å finne ut hvilke effekter teknologien kunne ha for biblioteket og de tjenestene det tilbyr. Etter at ChatGPT kom høsten 2022 har alt endret seg, skriver forsker og førstebibliotekar Andrea A. Gasparini og Hilde Westbye, leder Juridisk bibliotek ved Universitetsbiblioteket i Oslo.

• Kannelønning, Mari Serine; Gasparini, Andrea Alessandro & Ringnes, Hege Kristin (2024). Vi må snakke mer om KI-bruk i forskning. Full text in Research Archive
• Gasparini, Andrea Alessandro (2024). Reimagined Artificial Intelligence Pedagogy for Solidarity and Diversity in Multilingual Classrooms. Full text in Research Archive
• Gasparini, Andrea Alessandro (2024). Stones in the pocket: stories about technology. Full text in Research Archive
• Ringnes, Hege Kristin; Kannelønning, Mari Serine & Gasparini, Andrea Alessandro (2024). AI and emotions: researchers' emotional reactions when interacting with AI tools. Full text in Research Archive
• Gheldof, Tom; SALVATERRA, CARLA; Bencivenni, Alice; Fogagnolo, Marta; Magnani, Massimo & REGGIANI, NICOLA [Show all 14 contributors for this article] (2023). ENCODE open online course - Digital Tools for the Research and Study of Ancient Writing Cultures. doi: 10.5281/ZENODO.15111757. Full text in Research Archive
• Gheldof, Tom; SALVATERRA, CARLA; Bencivenni, Alice; Fogagnolo, Marta; Magnani, Massimo & REGGIANI, NICOLA [Show all 14 contributors for this article] (2023). ENCODE open online course - Digital Tools for the Research and Study of Ancient Writing Cultures. doi: 10.5281/ZENODO.15111756. Full text in Research Archive Show summary

  The ENCODE open online course ‘Digital tools for the research and study of ancient writing cultures’ is designed to introduce teaching staff, GLAM professionals, and graduates to ancient writing cultures and digital studies. It consists of four units: Digital Greek-Latin Epigraphy, Digital Papyrology, Multilingual-Multicultural Digital Infrastructures, and How to Create LOD (linked open data). In this course, you will explore the digital transformations in the fields of Greek and Latin epigraphy, papyrology, and other aspects of ancient writing cultures. It offers several excercises to test your competences and knowledge, for instance on producing and sharing digital editions, managing FAIR data, and structuring and contextualizing information. You will also learn how to disseminate open knowledge related to ancient written cultural heritage. By the end of the course, you should be able (with the support of experts) to design a syllabus that effectively delivers digital competencies to trainees in the study of ancient writing cultures. Learning outcomes After completing this course, learners will be able to: understand the digital transformations in the field of ancient writing cultures practise some essential activities to participate in digital infrastructures and the sharing of research data identify and choose the teaching and learning resources that can help to upskill digital competences related to ancient written objects manage tools to integrate digital competences in the teaching and learning of ancient writing cultures

• Molinari, Alessandra; Gasparini, Andrea Alessandro & Ringnes, Hege Kristin (2023). The hidden connection between Oneiric drawing and Hilma af Klint artworks: a designerly perspective. Full text in Research Archive Show summary

  More than a hundred years after Hilma af Klint’s prophetic insights, a trio composed of two psychoanalysists and a Surrealistic painter developed in Buenos Aires the practice of oneiric drawing, which is inspired to André Breton’s thought and combines the main tenets of Surrealism with Jung’s archetype theory and Moreno’s psychodrama [1,2]. However, some automatic drawing techniques being employed within oneiric drawing in Argentina and Italy seem to be closer to Hilma af Klint’s experiments than to the surrealists’ practice - these analogies are on the level of the technique but also of the transformative power of symbols. How can we explore these links between the Buenos Aires trio and Hilma af Klint? We will first try to answer this question on the level of symbol theory: to do this, we will be taking into account both Hilma af Klint’s own ideas emerging in her Notebooks on the role of symbols, and present-day definitions of the symbol [3]. As a second step, we will try to respond to this question from a designerly perspective. The artworks of Hilma af Klint can be studied as objects created through a design process which in current design research is called Research through Design (RtD) [4,5]. The main goal of RtD is to use the result of the design process as a way to create and explore new knowledge. The three pillars of RtD are: the creative process done by the designer/artist, often a reflective act [6]; the process of gathering new understanding and knowledge of what lies behind the theories used to create the artifact; how the artifact offers and creates a new and critical understanding in society. Therefore, an RtD perspective can offer a novel understanding of Hilma af Klint artworks where the “knowledge produced, functions as a proposal”[7] to create a wider discussion of her work. References 1. A. Bermolen, M.G. Dal Porto, L. Moretto, La via del simbolo. Psicodramma olistico e tecniche espressive in gruppi di crescita. Roma: CVX, 2001. 2. S. Pesci, “Per una rilettura in senso cognitivo-costruttivista del Disegno Onirico”, Nuovi Orizzonti 9 (2013), 12-15. 3. E. Rolf, Symboltheorien. Der Symbolbegriff im Theoriekontext. Berlin; New York: de Gruyter, 2006. 1 4. D. Fallman, “The Interaction Design Research Triangle of Design Practice, Design Studies, and Design Exploration,” Des. Issues, vol. 24, no. 3, pp. 4–18, 2008. 5. W. Gaver, “What Should We Expect from Research Through Design?,” in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, in CHI ’12. New York, NY, USA: ACM, 2012, pp. 937–946. doi: 10.1145/2207676.2208538. 6. D. A. Schön, The reflective practitioner: how professionals think in action. New York: Basic Books, 1983. 7. J. Zimmerman and J. Forlizzi, “Research Through Design in HCI,” in Ways of Knowing in HCI, J. S. Olson and W. A. Kellogg, Eds., New York, NY: Springer, 2014, pp. 167–189. doi: 10.1007/978-1-4939-0378-8_8

• Gasparini, Andrea Alessandro & Gheldof, Tom (2023). Perspectives on sustainable dislocated digital research resources. Digital Humanities in the Nordic and Baltic Countries Publications (DHNB Publications). 5(1), p. 263–273. doi: 10.5617/dhnbpub.10672. Full text in Research Archive
• Bull, Inger Brøgger; Gasparini, Andrea Alessandro; Gullbekk, Eystein; Rosenkilde, Oda Amalie; Westbye, Hilde & Ringnes, Hege Kristin [Show all 7 contributors for this article] (2023). AI i PhD-støtte: Hvordan kan bruk av Keenious påvirke forskningsprosessen? Full text in Research Archive
• Gasparini, Andrea Alessandro (2023). Design Thinking in the age of regenerative AI. Full text in Research Archive
• Årsand, Siv; Velden, Maja Van Der & Gasparini, Andrea Alessandro (2023). A Materials Library as a Method to Explore the Conditions for Regenerative Technologies and Systems. Full text in Research Archive Show summary

  Inspired by the regenerative message of Nordmarka’s Future Library, whose books will only be printed once the trees planted for this purpose have reached maturity (100 years), we present the Materials Library for the Digital World. This Library forms an entry into the invisible world of materials that become our digital technologies. Each material in the Library will become an entry point on a Gigamap (Sevaldson, 2011, 2018) that will visualise the complexity of connections between the different sites of resource extraction, manufacturing, use, and discarding of digital devices. In this paper, we present some background on materials libraries, followed by a short presentation of our design framework and some of the concepts that will inspire the design of the Materials Library. These concepts are entanglement of nature and technology, visualising the invisible, open, nomadic, pluriverse, and slow. We understand our Materials Library as a creative method to provoke (Jones, 2014) – to question the normalcy and business-as-usual of the digital world and as a design method that enables the conditions for regenerative technologies and systems to emerge.

• Årsand, Siv; Kjøde, Svein Gunnar; Molinari, Alessandra & Gasparini, Andrea Alessandro (2023). Backcasting incorporating sustainability in technology studies. Full text in Research Archive
• Gasparini, Andrea Alessandro (2023). Contextual Prompt Engineering. Full text in Research Archive
• Grote, Michael; Gasparini, Andrea Alessandro & Faber, Hege Charlotte (2023). Hva skjer hvis KI-baserte verktøy blir «medskaper» på en ph.d.-avhandling? PhD on Track som ressurs. Full text in Research Archive
• Gasparini, Andrea Alessandro; Nogueira, Leticia Antunes; Gullbekk, Eystein; Kautonen, Heli; Westbye, Hilde & Rongved, Vidar (2023). Hopping on the AI train? Ethical and practical considerations for the adoption of AI tools in research and higher education. Full text in Research Archive Show summary

  The most recent wave of developments in AI has commanded both awe and apprehension about what these innovations mean for the future of science, scholarly communication, and librarianship. In a paradigm characterized by fierce competition, as illustrated by the pervasive culture of publish or perish, the rapid development and diffusion of AI-based tools can bring challenges to existing frameworks for research ethics. AI is likely to challenge the integrity of scientific enterprise in ways that are yet to be seen, and these impacts extend to the operation of libraries, publishers and more. This workshop seeks to promote a collective exploration of what implications the adoption of AI tools brings to the scientific endeavor.

• Faber, Hege Charlotte Lysholm; Gasparini, Andrea Alessandro & Grote, Michael (2022). Artificial Intelligence-based tools in the context of Open Science. Septentrio Conference Series. doi: 10.7557/5.6636. Full text in Research Archive
• Aurora, Federico & Gasparini, Andrea Alessandro (2022). The crowd of resources: thoughts about sustainability and access. Full text in Research Archive
• Gasparini, Andrea Alessandro & Aurora, Federico (2022). Designing digital resources for papyrus collections. Full text in Research Archive
• Aurora, Federico; Gasparini, Andrea Alessandro & Palumbo, Alessandro (2022). ENCODE - Bridging the <gap> in ancient writing cultures, enhance competences in the digital era. Full text in Research Archive
• Bergsaker, Anne Schad; Gasparini, Andrea A. & Westbye, Hilde (2021). New skills for the 21st century lawyer students. Full text in Research Archive
• Gasparini, Andrea A. (2019). Effekter av å bruke kunstig intelligens i et akademiske bibliotek. Full text in Research Archive
• Gasparini, Andrea A. (2019). Exploring Law Data with AI and Design Thinking. Full text in Research Archive
• Gasparini, Andrea A. (2019). Maker space in libraries: why and how. Full text in Research Archive
• Gasparini, Andrea A. (2019). DESIGNING FOR QUANTUM COMPUTING. Full text in Research Archive
• Bergsaker, Anne Schad; Gasparini, Andrea A. & Röblitz, Thomas (2019). Towards AI services à la carte: Status and Future Work at the University of Oslo. Full text in Research Archive
• Gasparini, Andrea & Dahl, Birgit Hvoslef (2018). Frilux-ing : the new verb at the University of Oslo Library. Full text in Research Archive
• Gasparini, Andrea (2018). Cogito, ergo sum. Full text in Research Archive
• Gasparini, Andrea & Dahl, Birgit Hvoslef (2018). Å Friluxe: Det nye verbet på UB, UiO. Full text in Research Archive
• Gasparini, Andrea A. (2018). Kunstig Intelligens i biblioteket: Muligheter og utfordringer. Full text in Research Archive
• Gasparini, Andrea (2018). Design Thinking: Supporting Changes in the Context of Humanities Studies. Full text in Research Archive
• Gasparini, Andrea (2018). Design Thinking: Reflective and Emphatic Innovations A ctivities. Full text in Research Archive
• Gasparini, Andrea (2018). Design Thinking and Film-Making. Full text in Research Archive
• Gasparini, Andrea; Mohammed, Ahmed Abdi & Walsøe, André V. (2018). Kunstig intelligens i biblioteket. Full text in Research Archive
• Dahl, Birgit Hvoslef & Gasparini, Andrea (2018). FRILUXing: the new verb at the University of Oslo Library. Full text in Research Archive
• Gasparini, Andrea A. (2018). Er kunstig intelligens vår venn? Full text in Research Archive
• Gasparini, Andrea A.; Dahl, Birgit Hvoslef & Norborg, Kristin Dina (2017). Frilux Branding Design Thinking. Full text in Research Archive
• Gasparini, Andrea A. (2016). Young and Creative - A Designerly Approach to Enhance Interventions in the Public Space. Full text in Research Archive
• Gasparini, Andrea (2016). Bruk av Tjenestedesign og Brukeropplevelse (UX) ved UB. Full text in Research Archive
• Culén, Alma Leora & Gasparini, Andrea A. (2016). Design Thinking Processes: Card Methodologies for Non-designers. In Minaříková, Pavla & Suchá, Ladislava Zbiejczuk (Ed.), Librarians as Designers: Case Studies on Improvement of Library Services. MUNI Press. ISSN 9788021083608. p. 71–83. Full text in Research Archive
• Gasparini, Andrea A. (2016). Openness to design methods in the academic library: Commitment to- and sustainability of strategic values. Full text in Research Archive
• Gasparini, Andrea A. (2016). Openness for Design methods in Libraries. A hype or is it a cultural change? Full text in Research Archive
• Gasparini, Andrea A. (2016). Openness to service design methods in the academic library: Commitment to- and sustainability of strategic values. Full text in Research Archive
• Gasparini, Andrea A.; Pandey, Sumit & Riis, Håvard Kolle (2016). A successful effort of introducing User Experience as a strategic tool for service and user centric organizations. Full text in Research Archive
• Gasparini, Andrea A. (2016). Från användardriven innovation till designtänkande: öppenhet för förändringar på akademiska bibliotek med hjälp av designmetoder och fokus på användarupplevelser (UX). Full text in Research Archive
• Dahl, Birgit Hvoslef; Samuel, Marianne; Pandey, Sumit; Riis, Håvard Kolle & Gasparini, Andrea A. (2016). Can designing services promote cultural changes in academic libraries? Full text in Research Archive
• Gasparini, Andrea A. (2015). Enhancing youth’s creativity in the public space. Full text in Research Archive
• Gasparini, Andrea A. & Aurora, Federico (2015). Reconstructing the ancient site of Tebtunis: dislocated knowledge production. Full text in Research Archive
• Pandey, Sumit; Gasparini, Andrea A. & Riis, Håvard Kolle (2015). Library-UX Mini Bootcamp. Full text in Research Archive
• Austrheim, Gunhild Helene; Bech, Mia; Cutler, Ingrid; Gasparini, Andrea; Haraldsen, Kirsten Borse & Kavli, Fredrik Andersen [Show all 16 contributors for this article] (2015). PhD on Track – online library support for PhD students. Full text in Research Archive Show summary

  PhD on Track – online library support for PhD students Austrheim, Gunhild5; Bech, Mia 3; Cutler, Ingrid 2; Gasparini, Andrea Alessandro1; Haraldsen, Kirsten Borse 1; Kavli, Fredrik 4; Konestabo, Heidi Sjursen1; Lundmark, Anders Mattias1; Mikki, Susanne 2; Roos, Monica 5; Rullestad, Tove 2; Skagen, Therese1; Torras, Maria-Carme 5; Westbye, Hilde 1; Ødegaard, Marte 1; Gullbekk, Eystein1 Presenter: Kirsten Borse Haraldsen: k.b.haraldsen@ub.uio.no 1Oslo University Library, 2Bergen University Library, 3Aalborg University Library, 4Norwegian School of Economics, Library, 5Bergen University College, Library, In order to become skilled researchers within their specific field, PhD students must master a number of so-called generic or professional skills. These include to publish scientific results, efficiently navigate different sources of information and literature, and to understand how measurements of scientific impact may affect funding and career opportunities. The students may also encounter ethical dilemmas, such as handling different co-author practices, disagreements on publication channels, and open access publishing. In a collaborative effort five Scandinavian research and university libraries have developed the free online resource PhD on Track, to help address these skills and knowledge needs of PhD students. The resource is primarily aimed at inexperienced PhD students, but may also prove valuable to more experienced researchers. In our poster we present the different elements of PhD on Track, highlight some of its potential uses and point to discussions of libraries as legitimate actors in PhD students’ research and learning. We value input from the research communities in an effort to include more specific resources and topics targeted at the biochemical and biological researchers, e.g. about research data repositories, and funding in cross-disciplinary framework programs. The www.phdontrack.net site was launched in 2013 and is already used as a resource in 7 countries. It is built on the results of an empirical study of PhD candidates practices and experienced challenges (Gullbekk et al 2012), conceived as part of the collaborative project “Information Management for Knowledge Creation” funded by the Norwegian National Library. Reference: Gullbekk, E., Rullestad, T., & Torras i Calvo, M.-C. (ed.) (2012). PhD candidates and the research process: The library's contribution. (Vol. 8). Oslo: Universitetsbiblioteket i Oslo.

• Gasparini, Andrea A. & Culén, Alma Leora (2015). The Position of the User Experience in the Academic Library. Full text in Research Archive
• Gasparini, Andrea A. & Pandey, Sumit (2015). User Experience as a strategic tool for service and user centric organisations. Full text in Research Archive
• Gasparini, Andrea A. & Riis, Håvard Kolle (2015). Oria eller var det Oreo? Brukere, branding og biblioteksøk. Full text in Research Archive
• Gasparini, Andrea A. & Culén, Alma Leora (2014). Brukeren bestemmer? Innovasjon i det akademiske biblioteket. Full text in Research Archive
• Gullbekk, Eystein; Lundmark, Anders Mattias; Attinger, Gisela; Bech, Mia; Cutler, Ingrid & Folkestad, Hege [Show all 18 contributors for this article] (2014). Helping PhD-students succeed: PhD on Track. Full text in Research Archive
• Gasparini, Andrea A. (2014). The Value of Empathy in Design Thinking. Full text in Research Archive
• Vibe, Anne-Mette & Gasparini, Andrea (2013). Digitalisering i Dar-es-Salam. Bibliotekaren (Oslo). ISSN 0804-4147. p. 10–14. Full text in Research Archive
• Gasparini, Andrea A. (2020). Design Thinking for Design Capabilities in an Academic Library. Universitetet i Oslo. Full text in Research Archive Show summary

  Design thinking has recently emerged as a powerful approach to innovation. Its ability to transform products, services, and organizations has been broadly discussed in the literature. However, how to implement the approach in organizational settings has not been sufficiently understood and addressed, especially when it comes to developing in-house design capabilities. Libraries, like many other public-sector organizations, often depend on the engagement of external design consultancies to guide their transformational and innovation processes. The development of in-house design capabilities could empower an organization to more actively engage with transformational processes and sustain design-led innovation and strategy building over time. This thesis explores, both conceptually and practically, such processes in an academic library. The Research through Design (RtD) approach was used to design and implement a series of design interventions. They mostly took the form of design workshops. All interventions were based on the real-life concerns of the academic library and, over time, contributed to the increase of in-house design thinking capabilities. The methodological approach, RtD, helped to formulate and allow discussion of a framework consisting of three inter-related components: temporal aspects, openness, and dialogical spaces. The thesis provides a set of guidelines that aim to help academic libraries develop in-house design capabilities using design thinking.

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