Information Literacy: Leveraging AI technology for teaching academic integrity and anti-plagiarism practices
Type of Presentation
Individual paper/presentation
Conference Strand
Ethics in Information
Target Audience
Higher Education
Second Target Audience
Higher Education
Relevance
The proposal emphasises the importance of information literacy in higher education where students are expected to uphold academic integrity standards in their coursework and assessments. The proposal underscores the evolving role of librarians in leveraging AI technology to address challenges related to academic integrity, providing a pathway for educators to enhance information literacy and empower students to navigate the digital landscape responsibly.
Proposal
In higher education, students are expected to uphold academic integrity standards in their coursework and assessments. Being information literate is not only about being able to identify a need for information, and strategies to locate, access, evaluate and process the needed information but also being able to understand the legal and ethical implications of the use of information, particularly in relation to anti-plagiarism practices. However, research indicates that plagiarism is a universal concern, further facilitated by easy access to information on the internet, leading to instances of copy-pasting directly from electronic sources (Jiang, Emmerton & Mckange, 2013; Šprajc, Urh, Jerebic, Trivan & Jereb, 2016). Moreover, students' lack of comprehension regarding the underlying factors and consequences of plagiarism contributes to its prevalence among them (Jiang et al., 2013). Consequently, librarians need to explore new avenues and technology to integrate anti-plagiarism practices into their information literacy instructions.
The Fourth Industrial Revolution (4IR) has pathed the way for driven technologies such as Artificial Intelligence (AI) (Mahmood & Hussin, 2018). AI, often described as computers that “can think like humans” (McGinnes, 2023), has become an integral part of our daily lives, evident in applications such as predictive text in mobile messaging (Eaton, 2023). Kapp and Thomson (2023) argue that the advancements in AI can revolutionise education systems, enhance teaching practices and professional experiences. Equipping students with the skills to ethically and legally use information across various environments is a primary focus for librarians. Subsequently, the question arises: How can librarians use AI technology to teach students about academic integrity and antiplagiarism practices? This paper aims to explore generative AI technology and literature viewpoints on how librarians can incorporate AI into their information literacy instructions to teach students about anti-plagiarism practices. The findings suggest that AI technology can effectively be utilised to teach students responsible information use and enhance their research and critical thinking skills. Ultimately, it is crucial for librarians, as information literacy instructors, to develop a fundamental understanding of IA tools and their potential to reshape the landscape of information literacy.
Presentation Description
Explore the dynamic intersection of information literacy and artificial intelligence (AI) in higher education. This presentation delves into leveraging generative AI technology to teach students responsible information use and combat plagiarism. Discover how librarians can reshape information literacy instructions, empowering students with ethical research skills amidst the Fourth Industrial Revolution.
Keywords
Academic integrity; anti-plagiarism practices; Artificial Intelligence (AI); higher education; information literacy;
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Du Toit, Gertruida E. DR, "Information Literacy: Leveraging AI technology for teaching academic integrity and anti-plagiarism practices" (2024). Georgia International Conference on Information Literacy. 3.
https://digitalcommons.georgiasouthern.edu/gaintlit/2024/2024/3
Information Literacy: Leveraging AI technology for teaching academic integrity and anti-plagiarism practices
In higher education, students are expected to uphold academic integrity standards in their coursework and assessments. Being information literate is not only about being able to identify a need for information, and strategies to locate, access, evaluate and process the needed information but also being able to understand the legal and ethical implications of the use of information, particularly in relation to anti-plagiarism practices. However, research indicates that plagiarism is a universal concern, further facilitated by easy access to information on the internet, leading to instances of copy-pasting directly from electronic sources (Jiang, Emmerton & Mckange, 2013; Šprajc, Urh, Jerebic, Trivan & Jereb, 2016). Moreover, students' lack of comprehension regarding the underlying factors and consequences of plagiarism contributes to its prevalence among them (Jiang et al., 2013). Consequently, librarians need to explore new avenues and technology to integrate anti-plagiarism practices into their information literacy instructions.
The Fourth Industrial Revolution (4IR) has pathed the way for driven technologies such as Artificial Intelligence (AI) (Mahmood & Hussin, 2018). AI, often described as computers that “can think like humans” (McGinnes, 2023), has become an integral part of our daily lives, evident in applications such as predictive text in mobile messaging (Eaton, 2023). Kapp and Thomson (2023) argue that the advancements in AI can revolutionise education systems, enhance teaching practices and professional experiences. Equipping students with the skills to ethically and legally use information across various environments is a primary focus for librarians. Subsequently, the question arises: How can librarians use AI technology to teach students about academic integrity and antiplagiarism practices? This paper aims to explore generative AI technology and literature viewpoints on how librarians can incorporate AI into their information literacy instructions to teach students about anti-plagiarism practices. The findings suggest that AI technology can effectively be utilised to teach students responsible information use and enhance their research and critical thinking skills. Ultimately, it is crucial for librarians, as information literacy instructors, to develop a fundamental understanding of IA tools and their potential to reshape the landscape of information literacy.
