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Agentic AI solution and the promise of Industry 5.0 in the library sector: Policy implications and strategic considerations

Abstract

The emergence of agentic artificial intelligence (AI) systems capable of initiating actions, coordinating tasks, and adapting decisions with minimal human intervention marks a significant inflexion point for the library sector. Unlike earlier forms of automation and assistive AI, agentic systems increasingly participate in organisational routines and decision-making processes, raising fundamental questions about professional authority, accountability, and ethical stewardship in information work. This paper critically examines the adoption of agentic AI in libraries through the normative lens of Industry 5.0, a paradigm that prioritises human-centricity, ethical governance, sustainability, and resilience over purely efficiency-driven automation. Drawing on recent scholarship and practice, the paper argues that agentic AI should not be understood as a neutral technical upgrade, but as a strategic and policy intervention with far-reaching institutional implications. It highlights both the strategic opportunities of agentic AI, such as enhanced organisational intelligence and reduced administrative burden and the emerging risks, including deskilling, accountability diffusion, and over-reliance on algorithmic judgement. The paper contends that without deliberate governance frameworks, agentic AI may inadvertently undermine the professional values that underpin librarianship. To address this tension, the paper outlines key policy and strategic considerations for library leaders and decision-makers, emphasising calibrated autonomy, ethical oversight, data governance, and continuous professional development. As a result, this paper positions agentic AI as compatible with the promise of Industry 5.0 only when human judgment remains central to library governance and service delivery.

Research topics

  • AI in Service Interactions
  • Ethics and Social Impacts of AI
  • Artificial Intelligence in Healthcare and Education

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DOI: 10.1177/02663821261427234

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