Type of Presentation
Panel
Conference Strand
Ethics in Information
Target Audience
Higher Education
Second Target Audience
Other
Intended audience: Academic Librarian Practitioners Academic Library Administrators iSchool Faculty teaching in Bachelor, Master’s, and Doctoral programs
Relevance
Relevance and Session goals: Participants will acquire a new understanding of Information Literacy as a discipline in the age of AI Participants will be able to identify six disciplinary elements of Information Literacy, including ethics Participants will identify three potential teaching or practical applications to their work using the lens of Information Literacy as a discipline in the age of AI Participants will identify strategies for incorporating Information Literacy as a discipline in their teaching, practice, research, or administrative work.
Proposal
Is Information Literacy (IL) a discipline in itself? How does that situate with our current climate of AI in the information ecology?
The presentation will focus on the rationale for recognizing IL as a discipline, and the inquiry of IL as a Discipline in the age of AI. In the session, we will explore the opportunities afforded by recognizing information literacy as a discipline. Participants will be able to share their ideas of what would be included in an IL curriculum or research inquiry situated in the AI information ecology via an online question-and-answer platform inviting small discussions and an online poll.
The Information Literacy Handbook: Charting the Discipline (to be published in 2025 by Facet) and the organization that put the work together, the Information Literacy Is a Discipline (ILIAD) group, suggests that AI and IL are aligned for 21st-century teaching and learning in the IL landscape. The Handbook has six sections: Information Literacy Community; Tradition and History of Inquiry; Specific Modes of Inquiry; Ethical Values; Information Literacy Knowledge and Curricula; and Communication Networks. Topics under each section heading will examine various aspects of IL background, organization, and knowledge bases (over eighty topics will be covered).
The presentation features highlights from the Handbook as a means to define IL and to illustrate how the disciplinary features are manifest in our current AI information ecology. AI as an ethical consideration for IL is addressed in Handbook and will be a focal point in the discussion during the panel presentation.
There will be online interactive polls during the presentation for the audience to contribute to the conversation. Audience members will take away a broader and deeper understanding of the disciplinary nature of IL and how it contributes to the awareness and knowledge of all those touched by it. Recognizing IL as a discipline will inform practices that are better structured and more able to contribute to the learning of students at all levels, and includes the recognition of AI as part of the ever-emerging disciplinary context of information literacy.
Presentation Description
How does Information Literacy (IL) as a Discipline situate with our current climate of AI in the information ecology? In the session, participants will be able to share their ideas of what would be included in an IL disciplinary curriculum or research inquiry situated in the AI information ecology via an online question-and-answer platform inviting small discussions and an online poll.
Keywords
discipline, AI ethics, teaching, learning, research
Publication Type and Release Option
Presentation (Open Access)
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Kaufmann, Karen F. & Maybee, Clarence, "Information Literacy as a Discipline in the Age of AI: A conversation" (2024). Georgia International Conference on Information Literacy. 9. https://digitalcommons.georgiasouthern.edu/gaintlit/2024/2024/9
Information Literacy as a Discipline in the Age of AI: A conversation
Is Information Literacy (IL) a discipline in itself? How does that situate with our current climate of AI in the information ecology?
The presentation will focus on the rationale for recognizing IL as a discipline, and the inquiry of IL as a Discipline in the age of AI. In the session, we will explore the opportunities afforded by recognizing information literacy as a discipline. Participants will be able to share their ideas of what would be included in an IL curriculum or research inquiry situated in the AI information ecology via an online question-and-answer platform inviting small discussions and an online poll.
The Information Literacy Handbook: Charting the Discipline (to be published in 2025 by Facet) and the organization that put the work together, the Information Literacy Is a Discipline (ILIAD) group, suggests that AI and IL are aligned for 21st-century teaching and learning in the IL landscape. The Handbook has six sections: Information Literacy Community; Tradition and History of Inquiry; Specific Modes of Inquiry; Ethical Values; Information Literacy Knowledge and Curricula; and Communication Networks. Topics under each section heading will examine various aspects of IL background, organization, and knowledge bases (over eighty topics will be covered).
The presentation features highlights from the Handbook as a means to define IL and to illustrate how the disciplinary features are manifest in our current AI information ecology. AI as an ethical consideration for IL is addressed in Handbook and will be a focal point in the discussion during the panel presentation.
There will be online interactive polls during the presentation for the audience to contribute to the conversation. Audience members will take away a broader and deeper understanding of the disciplinary nature of IL and how it contributes to the awareness and knowledge of all those touched by it. Recognizing IL as a discipline will inform practices that are better structured and more able to contribute to the learning of students at all levels, and includes the recognition of AI as part of the ever-emerging disciplinary context of information literacy.
