5 Questions with CTG UAlbany Research Director Mila Gascó-Hernandez
ALBANY, N.Y. (April 17, 2025) — The Center for Technology in Government (CTG UAlbany) Research Director Mila Gascó-Hernandez has worked for a wide variety of organizations, providing expertise in the areas of information and knowledge in society.
At CTG UAlbany, Gascó-Hernandez has led several important projects, including one about the role of public libraries in enabling smart, inclusive and connected communities.
In addition to her role at CTG UAlbany, Gascó-Hernandez serves as an associate professor in the Department of Public Administration & Policy at the Rockefeller College of Public Affairs and Policy. Her areas of research include electronic and open government, e-governance, public sector innovation, smart cities, telework and artificial intelligence (AI) in government.
Before joining UAlbany, Gascó-Hernandez worked for the Center for Public Governance at ESADE Business & Law School in Barcelona, Spain, where she was a senior researcher leading the center’s research on e-governance, open government, and smart cities.
Here, Gascó-Hernandez provides insight into the role that organizations such as libraries can play in advancing our knowledge and understanding of AI.
What role do you see public libraries playing in the ongoing discussion around artificial intelligence?
Public libraries have the potential to play a very important role in enabling inclusive civic engagement around AI given that they are trusted learning spaces and community partners that are already known by their programs on digital literacy but also for being safe environments where discussions about local issues can take place. Over the years, public libraries have evolved to incorporate the needs of the digital age and are now optimally placed to shape and lead inclusive civic engagement in AI to address the needs of their communities.
Today, public libraries offer numerous programs to not only raise awareness about AI, but to provide technical training. Libraries are currently providing courses and lectures, seminars on AI coding, exhibitions and podcasts all devoted to helping individuals and communities better understand the impact and evolution of AI. In doing so, they are contributing to the first two ladders of civic engagement and have the potential to also promote participation in local government-led discussions about AI and co-creation of government-led AI initiatives.
We recently celebrated National Public Libraries Week. Why is it important to reflect on the role of libraries in our communities?
Public libraries are at the forefront of ensuring digital equity and inclusion. Libraries have historically been instrumental in providing their communities with access to cutting-edge technologies such as the Internet, makerspaces, interactive media and virtual reality. There are many communities in the United States to this day where their libraries serve as a critical hub for providing access to WiFi and other technologies not otherwise readily available.
Public libraries also provide a safe space for marginalized communities and assist them in learning new skills and accessing government services. Public libraries' role in the social inclusion of vulnerable communities such as the unhoused population and the LGBTQ community is well documented.
Getting back to AI, existing features of public libraries can be leveraged to foster inclusive civic engagement in AI initiatives, which could help to address potential harms and realize potential benefits for all.
Technology is entering a very transformative time with the rapid expansion of AI. Where do you see technology headed in the future, and what can we do to prepare communities for it?
Looking ahead, technology is likely to see continued growth and integration of artificial intelligence, robotics, virtual and augmented reality, the Internet of Things, and quantum computing. Preparing communities is going to become key because these technologies are not easy to understand for everyone.
Further, they may impose risks, such as data privacy violations or a deeper digital divide between those who are familiar with these technologies and know how to take advantage of them and those who are not. School districts may help prepare kids and teenagers to understand and benefit from new technologies by incorporating them in the curricula. In this respect, it is not only important to educate about the technologies but also to learn to experiment with them.
Public libraries may do something similar and offer programs and services that are not only addressed to the youth but also to older populations who may have more difficulty when it comes to the use of these technologies. There are institutions in the community (the so-called anchor institutions) that are well prepared to make sure no one is left behind.
CTG UAlbany has a broad footprint in terms of research. What other key projects are currently underway?
From an academic research perspective, we are doing a few things on the topic of AI in government. One of our projects is looking at the challenges that AI poses to government accountability and the policy and management recommendations proposed to address these challenges and we are analyzing policy documents related to AI and generative AI tools from 32 U.S. states.
In a different project, we argue that AI influences government agencies as much as government agencies determine how AI is adopted and implemented, and we are building a conceptual integrative framework that explicitly acknowledges the complex and bidirectional relationships between AI and organizational characteristics in government agencies.
From an applied research perspective, most of our work focuses on the Community Asset Track (CAT). The CAT uses a low-cost mobile Internet of Things sensor network on municipal vehicles and artificial intelligence to fully automate and enhance the tracking of public assets. We have been working with Schenectady to help them identify sidewalks that need snow clearing or alerting the code-enforcement department when vacant buildings have been damaged by vandalism or storms, so they can take care of repairs.
The CAT is an automated solution to an otherwise labor-intensive problem: instead of having multiple staff assess and document conditions around the city, the CAT can collect the data and share it across departments. We are currently working with other agencies that are also interested in using the CAT, such as the Capital District Transportation Authority.
How does the higher education experience compare between the United States and Spain?
In order to answer this question, I think I need to differentiate between tasks. In terms of research, I have found that universities in the United States have a lot more support and resources (or at least have had) to conduct research than universities in Spain. First, it seems to me that research matters a lot more here than in Spain and, as a result, more resources are devoted to research here than in Spain. But, second, when it comes to promotion, the quantity and quality of research that is expected in the United States is higher than the quantity and quality of research expected in Spain.
In terms of teaching, I think students behave differently and it took me a couple of semesters to understand what worked in my classes in Spain was not working here. Students here expect a lot more guidance and instructions, while in Spain students are much more independent. Similarly, professors are stricter with students in Spain, while here we give them many more opportunities (we extend the deadlines several times, for example). As a result, it is common to see classes in the United States where most students get an A, which is extremely rare in Spain.