The Place of Language Model Technology in Library Instruction: Introducing Students to AI and Its Responsible and Practical Use Within the Context of Academic Research
Type of Presentation
Individual paper/presentation
Conference Strand
Critical Literacy
Target Audience
Higher Education
Second Target Audience
K-12
Relevance
This proposal relates in a number of ways. First, it examines and critiques the implementation of new technologies related to both teaching and learning. Second, it presents ideas directly related to information literacy instruction, such as the research process and evaluation of sources. It also allows space for students to explore the ethical and responsible use of new technology. Third, it places focus on student learning outcomes. Finally, it discusses ways in which this model of instruction can be assessed as we understand its impact on learning.
Proposal
At a large urban public university, the Education Librarian and a faculty member in the Department of Literacy and Reading Education collaborated to rethink library instruction on responsible and practical use of artificial intelligence language models. Learning outcomes and assignments were created for a specific unit of an undergraduate course. This unit, "Leveraging AI for Social Justice Advocacy,” asked students to reflect, discuss, and write on the role of technology in advancing social justice causes and the ethical considerations of using AI in social justice advocacy. During the one-shot information literacy session, the librarian fully integrated the language model technology (ChatGPT) throughout. This allowed students to learn ways in which AI can be used responsibly when performing research. The librarian demonstrated how it can be used throughout the research process: brainstorming topics and keywords, and evaluating and locating sources in library databases and elsewhere. Students completed activities that asked them to use prompts to locate then critically evaluate a variety of information sources. Throughout the process, they reflected on the benefits and risks of using AI at each stage of the process. Finally, in order to evaluate the impact of the session, students completed brief “quick writes” to reflect on their understanding of the topic before and after attending the session.
Attendees will learn about how to integrate AI into information literacy instruction in new ways, understand the challenges that come with this instruction model, and reflect on their own practices and thoughts on the technology.
Presentation Description
One librarian’s collaboration on a unit on social justice and AI in an undergraduate reading literacy course led to instruction that introduced students to fundamental information literacy instruction as well as responsible use of language model technology. Throughout the class, practical examples of ChatGPT were incorporated into instruction, while students also participated in active learning experiences with the technology and completed an assessment of learning.
Keywords
Artificial intelligence, language model technology, ethics, source evaluation, learning outcomes, collaboration, social justice, assessment
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Cornforth, Jonathan, "The Place of Language Model Technology in Library Instruction: Introducing Students to AI and Its Responsible and Practical Use Within the Context of Academic Research" (2024). Georgia International Conference on Information Literacy. 30.
https://digitalcommons.georgiasouthern.edu/gaintlit/2024/2024/30
The Place of Language Model Technology in Library Instruction: Introducing Students to AI and Its Responsible and Practical Use Within the Context of Academic Research
At a large urban public university, the Education Librarian and a faculty member in the Department of Literacy and Reading Education collaborated to rethink library instruction on responsible and practical use of artificial intelligence language models. Learning outcomes and assignments were created for a specific unit of an undergraduate course. This unit, "Leveraging AI for Social Justice Advocacy,” asked students to reflect, discuss, and write on the role of technology in advancing social justice causes and the ethical considerations of using AI in social justice advocacy. During the one-shot information literacy session, the librarian fully integrated the language model technology (ChatGPT) throughout. This allowed students to learn ways in which AI can be used responsibly when performing research. The librarian demonstrated how it can be used throughout the research process: brainstorming topics and keywords, and evaluating and locating sources in library databases and elsewhere. Students completed activities that asked them to use prompts to locate then critically evaluate a variety of information sources. Throughout the process, they reflected on the benefits and risks of using AI at each stage of the process. Finally, in order to evaluate the impact of the session, students completed brief “quick writes” to reflect on their understanding of the topic before and after attending the session.
Attendees will learn about how to integrate AI into information literacy instruction in new ways, understand the challenges that come with this instruction model, and reflect on their own practices and thoughts on the technology.
