Verifying Truth: Overcoming Fact-checking hurdles posed by Generative AI

Type of Presentation

Individual paper/presentation

Conference Strand

Critical Literacy

Target Audience

Higher Education

Second Target Audience

K-12

Location

Ogeechee Theater

Relevance

The rise of artificial intelligence has significant implications for consumption and non-traditional ways users engage with information these days. As a result, fact-checking and information verification takes center stage in any discussion related to artificial intelligence. Consequently, information literacy instruction must be so crafted as to address the evolving needs of modern information seekers and users. To navigate this new age AI landscape, librarians and educators must join forces to collaborate to cater for the new literacy skills linked to digital, media and AI literacy. Albeit source evaluation and fact-checking become integral to understanding AI’s capabilities, potential biases and limitations for information literacy to be effective and enduring. This proposal posits that information literacy must evolve beyond passive consumption through intentional instruction and learning opportunities.

Proposal

In the age of artificial intelligence, particularly generative AI, the task of distinguishing truth from falsehood has become increasingly complex and challenging in the evolving landscape of information technology. The algorithmic capabilities of these so-called intelligent machines, combined with machine learning, can be exploited to create seemingly realistic narratives that may be entirely fabricated. Advanced learning models now produce text so sophisticated that differentiating between human-generated and AI-generated content poses a significant challenge. The complexity of these AI systems often obscures how summaries are created, and conclusions are reached, raising important questions about bias, transparency, and trustworthiness.

Drawing on the Association of College and Research Libraries (ACRL) Framework for Information Literacy in Higher Education, this presentation will outline essential steps for library practitioners, academic instructors, and students to navigate the substantial challenges of verifying and fact-checking generative AI outputs. It is crucial for all information consumers — everyone — to develop critical thinking skills that go beyond traditional methods of information consumption, thus emphasizing the need for human oversight. This stance is based on the fundamental premise that digital and information literacy must evolve beyond passive consumption. Choosing not to reject outright, the authors recognize that over-reliance on technology can undermine critical thinking abilities. By understanding the nuances and limitations of AI-generated information, this presentation aims to provide valuable insights in the ongoing battle against misinformation and disinformation in higher education.

Short Description

The rise of artificial intelligence has significant implications for consumption and non-traditional ways users engage with information these days. Fact-checking and information verification takes center stage in any discussion related to artificial intelligence. By understanding the nuances and limitations of AI-generated information, this presentation provides valuable insights in the ongoing battle against misinformation and disinformation that is implicit in AI-generated content in higher education.

Keywords

Artificial Intelligence, Fact-checking, Information literacy, Generative AI

Publication Type and Release Option

Presentation (Open Access)

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Feb 6th, 1:00 PM Feb 6th, 1:45 PM

Verifying Truth: Overcoming Fact-checking hurdles posed by Generative AI

Ogeechee Theater

In the age of artificial intelligence, particularly generative AI, the task of distinguishing truth from falsehood has become increasingly complex and challenging in the evolving landscape of information technology. The algorithmic capabilities of these so-called intelligent machines, combined with machine learning, can be exploited to create seemingly realistic narratives that may be entirely fabricated. Advanced learning models now produce text so sophisticated that differentiating between human-generated and AI-generated content poses a significant challenge. The complexity of these AI systems often obscures how summaries are created, and conclusions are reached, raising important questions about bias, transparency, and trustworthiness.

Drawing on the Association of College and Research Libraries (ACRL) Framework for Information Literacy in Higher Education, this presentation will outline essential steps for library practitioners, academic instructors, and students to navigate the substantial challenges of verifying and fact-checking generative AI outputs. It is crucial for all information consumers — everyone — to develop critical thinking skills that go beyond traditional methods of information consumption, thus emphasizing the need for human oversight. This stance is based on the fundamental premise that digital and information literacy must evolve beyond passive consumption. Choosing not to reject outright, the authors recognize that over-reliance on technology can undermine critical thinking abilities. By understanding the nuances and limitations of AI-generated information, this presentation aims to provide valuable insights in the ongoing battle against misinformation and disinformation in higher education.