Type of Presentation
Individual paper/presentation
Conference Strand
Ethics in Information
Target Audience
Higher Education
Relevance
University students, both undergrads and graduate-level, are turning to generative AI to address their information needs. Librarians and others who teach information literacy must become familiar enough with how commonly-used tools work, and the reasons people use them, to show students where generative AI may have a place in their workflow and how it may mislead them. Using generative AI responses to search for basic information and scholarly sources is especially fraught.
Proposal
University students are being encouraged by their peers, or even their institutions, to use generative AI tools to make the research process more efficient and less stressful. However, they are also cautioned against inappropriate use of generative AI by course instructors, research supervisors, and those same institutions. Many librarians are reluctant to enter the discussion and provide instruction in the appropriate use of generative AI, perhaps to avoid the appearance of endorsement. On the other hand, the implications of student use of AI for information literacy cannot be ignored. One possible strategy is for librarians to explore the use of generative AI for meeting information needs in partnership with students. Engaging in frank discussion about its advantages and limitations provides an opportunity for information literacy instruction while building student trust that librarians’ knowledge and skills are still relevant in the new information landscape.
Recently, the presenters offered a one-shot workshop, “Responsible Use of AI Research Tools”, for the first time to graduate students in various fields. In this workshop, instructors demonstrated some applications of Microsoft Copilot before allowing students to experiment with the tool themselves. The ensuing discussion focused on how well the AI identified sources to support its responses, which sources were likely to come up, and what sources would necessarily be missed. Post-workshop student feedback forms indicated a positive response to the the session and continued interest in this topic. This presentation will examine lessons learned from this workshop, plans for future workshops on AI in academic research, and suggestions for librarians interested in teaching similar instructional sessions.
Presentation Description
Student use of generative AI tools in their academic research is a growing trend, but these newer technologies have undergone little testing and are predominately unregulated in higher education contexts. Having planned and presented a one-shot workshop, “Responsible Use of AI Research Tools", two academic librarians will discuss their experiences with this workshop including its development, presentation and lessons learned.
Keywords
Generative artificial Intelligence; academic librarians; library instruction; information literacy; graduate students; academic research; academic integrity
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
Krzton, Ali and Shipman, Todd, "Yes, use AI, but not like that! Helping student researchers navigate conflicting messages about generative AI" (2024). Georgia International Conference on Information Literacy. 22.
https://digitalcommons.georgiasouthern.edu/gaintlit/2024/2024/22
Yes, use AI, but not like that! Helping student researchers navigate conflicting messages about generative AI
University students are being encouraged by their peers, or even their institutions, to use generative AI tools to make the research process more efficient and less stressful. However, they are also cautioned against inappropriate use of generative AI by course instructors, research supervisors, and those same institutions. Many librarians are reluctant to enter the discussion and provide instruction in the appropriate use of generative AI, perhaps to avoid the appearance of endorsement. On the other hand, the implications of student use of AI for information literacy cannot be ignored. One possible strategy is for librarians to explore the use of generative AI for meeting information needs in partnership with students. Engaging in frank discussion about its advantages and limitations provides an opportunity for information literacy instruction while building student trust that librarians’ knowledge and skills are still relevant in the new information landscape.
Recently, the presenters offered a one-shot workshop, “Responsible Use of AI Research Tools”, for the first time to graduate students in various fields. In this workshop, instructors demonstrated some applications of Microsoft Copilot before allowing students to experiment with the tool themselves. The ensuing discussion focused on how well the AI identified sources to support its responses, which sources were likely to come up, and what sources would necessarily be missed. Post-workshop student feedback forms indicated a positive response to the the session and continued interest in this topic. This presentation will examine lessons learned from this workshop, plans for future workshops on AI in academic research, and suggestions for librarians interested in teaching similar instructional sessions.
