Type of Presentation

Individual paper/presentation

Conference Strand

Media Literacy

Target Audience

Higher Education

Second Target Audience

K-12

Relevance

This presentation takes the ACRL Framework for Information Literacy for Higher Education and applies it to artificial intelligence. The ACRL Framework was developed partly as a response to misinformation online, and definitely as a response to voluminous but relatively less vetted/reliable information online compared to in print publishing. With generative artificial intelligence, the trend towards voluminous content will only continue, as chatbots can be used to write online content. It’s exponential growth of an existing problem… a problem which the ARCL Framework was designed to address. And, as students use generative AI to produce responses to assignments, bespoke chatbot output is itself a form of voluminous and less vetted content. This presentation gathers together existing lesson plans for teaching the ACRL Framework which are applicable to teaching students how to both use artificial intelligence as part of coursework, and how perform research in a world where artificial intelligence may have been used to produce papers and other informational resources. A mature framework for approaching artificial intelligence already exists in the form of information literacy, and we will demonstrate how to apply this existing and mature framework to navigate new situations which AI makes possible.

Proposal

In 2016, the ACRL Framework for Information Literacy in Higher Education launched in response to more voluminous, less-vetted online information, including misinformation and content farms. Subsequently, the ACRL Framework has been widely adopted, and numerous high-quality lesson plans and resources for teaching the frames already exist, including published lesson plans and textbooks. Now, generative AI tools, such as ChatGPT and other chat bots present new challenges for information literacy educators. For instance, in addition to teaching students how to identify issues such as fake news, the information literacy professional has to address topics such as ethical AI use, AI hallucination detection, AI prompt development, and the possibility of encountering AI-written information on the web. Existing resources for teaching the frames can be readily applied to teaching both the ethical use of AI and how to navigate a research landscape where AI is a potential producer of information. We identified and cited multiple published lesson plans for each frame that you can use to teach AI in the classroom. Example issues addressed by these lesson plans include the commodification of personal data on AI platforms, prompt engineering, citation management, and hallucination detection.

Presentation Description

The ACRL Framework for Information Literacy in Higher Education was a response to more voluminous and less reliable information. Existing lesson plans for teaching the ACRL Framework are readily transferable to teaching research and AI in a world where online content is written by AI, hallucinations and all. This presentation steps through existing published lesson plans for teaching the frames (with citations and links!), and applies these lesson plans to teaching AI.

Keywords

Information Literacy Instruction, Active Learning, SoTL, Scholarship of Teaching and Learning, Misinformation, Disinformation, Search Engine Optimization, Content Farms, Artificial Intelligence

Publication Type and Release Option

Presentation (Open Access)

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Apr 19th, 3:20 PM Apr 19th, 4:05 PM

AI-Powered Learning: Blending AI with Active Learning in the Information Literacy Classroom

In 2016, the ACRL Framework for Information Literacy in Higher Education launched in response to more voluminous, less-vetted online information, including misinformation and content farms. Subsequently, the ACRL Framework has been widely adopted, and numerous high-quality lesson plans and resources for teaching the frames already exist, including published lesson plans and textbooks. Now, generative AI tools, such as ChatGPT and other chat bots present new challenges for information literacy educators. For instance, in addition to teaching students how to identify issues such as fake news, the information literacy professional has to address topics such as ethical AI use, AI hallucination detection, AI prompt development, and the possibility of encountering AI-written information on the web. Existing resources for teaching the frames can be readily applied to teaching both the ethical use of AI and how to navigate a research landscape where AI is a potential producer of information. We identified and cited multiple published lesson plans for each frame that you can use to teach AI in the classroom. Example issues addressed by these lesson plans include the commodification of personal data on AI platforms, prompt engineering, citation management, and hallucination detection.