Type of Presentation
Individual paper/presentation
Conference Strand
Critical Literacy
Target Audience
Higher Education
Second Target Audience
Higher Education
Relevance
Addresses the continuing importance of information literacy for students, especially with the advent of generative AI tools. Suggests possible reasons why some students may not initially value information literacy skills, and, reviews potential methods for increasing student valuation of information literacy skills through teaching.
Proposal
Even before the emergence of ChatGPT and similar programs, it could be difficult to get students interested in tracking down information sources and evaluating the authority, context and intent of content. With the emergence of generative AI tools, many educators are finding more unattributed or AI generated content in submitted student work, and for the students who use these tools, the speed and perceived authority of these tools may blind them to the difficulty of tracking and crediting the original sources. Given the emergence of these tools, how can we get students to value and put into practice information literacy skills?
For librarians and educators who may feel there is a lack of interest in information literacy among their students, this presentation will look at factors such as prior exposure to research in high school or another educational environment, previous awareness of different types of information, understanding of the importance of attribution and contemporary ethical standards, and the overall information landscape in all aspects of their lives. Given this background, it will discuss possible methods of increasing student valuation of and motivation to use information literacy skills, reviewing several approaches, including but not limited to, clear understanding and direct participation in the research process; the addition of critical information literacy (CIL) to instruction; fostering curiosity and the personal satisfaction of critical thought; and direct experience with generative AI tools, with a thorough interrogation of information quality, sourcing, and attribution.
Presentation Description
Even before the emergence of ChatGPT, it could be difficult to get students interested in evaluating information sources, so with generative AI tools now available, how can we get students to value and use information literacy? This presentation will look at possible reasons for this indifference and discuss potential methods of increasing student valuation of information literacy skills, including personal involvement in research, critical analysis of information sources, and exploration of the pros and cons of generative AI content.
Keywords
Generative AI, Information Literacy, Critical Thinking, Critical Information Literacy, Student Motivation, Attribution
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
Larkin, Vincent, "Getting Student Buy-in on Information Literacy in a Generative AI Information World" (2024). Georgia International Conference on Information Literacy. 21.
https://digitalcommons.georgiasouthern.edu/gaintlit/2024/2024/21
Getting Student Buy-in on Information Literacy in a Generative AI Information World
Even before the emergence of ChatGPT and similar programs, it could be difficult to get students interested in tracking down information sources and evaluating the authority, context and intent of content. With the emergence of generative AI tools, many educators are finding more unattributed or AI generated content in submitted student work, and for the students who use these tools, the speed and perceived authority of these tools may blind them to the difficulty of tracking and crediting the original sources. Given the emergence of these tools, how can we get students to value and put into practice information literacy skills?
For librarians and educators who may feel there is a lack of interest in information literacy among their students, this presentation will look at factors such as prior exposure to research in high school or another educational environment, previous awareness of different types of information, understanding of the importance of attribution and contemporary ethical standards, and the overall information landscape in all aspects of their lives. Given this background, it will discuss possible methods of increasing student valuation of and motivation to use information literacy skills, reviewing several approaches, including but not limited to, clear understanding and direct participation in the research process; the addition of critical information literacy (CIL) to instruction; fostering curiosity and the personal satisfaction of critical thought; and direct experience with generative AI tools, with a thorough interrogation of information quality, sourcing, and attribution.
