Education Commons^™

Incorporating Ai Tools To Enhance Information Literacy And Critical Thinking In First Year Medical Students, James Martin, Mercedes Byrd

Rowan-Virtua Research Day

This study aims to evaluate the impact of an educational intervention incorporating medical databases, search engines, and generative artificial intelligence (GAI) tools on the critical thinking skills and confidence of first-year medical students at Rowan-Virtua School of Osteopathic Medicine (SOM). Approximately 125 students participating in a three-week pre-matriculation program will be subjects of the study. The intervention will consist of a curriculum focused on developing research questions, using search tools and GAI, evaluating sources, and writing a research paper. Pre- and post-tests, including a CARS assessment and a perceived knowledge and abilities questionnaire, will be administered to measure changes in …

Responding To Chatgpt’S Impact On Higher Education Landscapes: Using Digital Initiatives To Support Undergraduate Information Literacy And Research Skills, Jayati Chaudhuri, Lettycia Terrones

Digital Initiatives Symposium

ChatGPT and AI technologies present novel and unforeseen challenges to the academic community, ushering in an intriguing era where the distinction between plagiarism and academic integrity can become less clear for many students. In response, the Cal State LA University Library created three new digital initiatives published on traditional and social media teaching platforms to help students understand how to avoid plagiarism and their use of ChatGPT in higher education. In the fall of 2023, librarians developed a new module focused on ChatGPT in higher education. The module enhanced the existing “Understanding and Avoiding Plagiarism” self-paced Canvas student tutorial, which …

Ethical Considerations In Using Generative Ai In Writing Studies Research, Shiva Mainaly

Georgia International Conference on Information Literacy

If an AI system like ChatGPT generates text used in a research paper, proper attribution, and delineation of human-written vs. AI-generated text is essential. Research has suggested that many readers cannot reliably distinguish between human and AI writing. Failing to attribute AI writing could constitute plagiarism (Dobrin, 2023). Guidelines need to be established. Similarly, if ChatGPT is used to analyze sensitive interviews or user data from research study participants, appropriate consent, privacy protections, and data security controls must be implemented. Researchers should be transparent about any AI analysis or exposure of protected participant data. On the heels of this comes …

That’S Using Your Brain!: Mind-Mapping And Ai Tools For Information Management And Information Literacy Instruction, Ruth L. Baker

Georgia International Conference on Information Literacy

TheBrain.com is a dynamic, mind-mapping tool you can use to manage your files, links to web sites, and other content–any kind of information you need to collect and manage. You can use your ‘digital brain’ to gather and visualize information from various sources and formats (i.e. create ‘thoughts’). The advantage is you can organize your files and information according to how you think about them, without the limitations of a typical folder-and-file organization system.

Your digital brain is an invaluable tool for collecting and managing information but it also can be used as a tool in the higher education classroom. …

A Real Package Deal - Ai & The Library Instruction Practitioner, Kay Coates, Jessica Garner

Georgia International Conference on Information Literacy

On the knowledge sharing spectrum artificial Intelligence (AI) coupled with skilled library instruction practitioners is an engaging, winsome combination. This powerful collaborative synergy can better substantiate the premise that teaching and learning is a two-way conduit — a commixture of tools (machine) and instructors (human). Undoubtedly, AI applications in scholarly enterprise could further substantiate worth by reinforcing the value of skilled support library instruction practitioners in an automated cosmos. Computerized deep learning technologies such as Generative AI which imitates human intelligence, and Large Language Models (LLM) are poised to revolutionize how research is conceived, designed, conducted, presented and preserved. Undoubtedly, …

Ai-Powered Learning: Blending Ai With Active Learning In The Information Literacy Classroom, Kevin J. Reagan, Wilhelmina Randtke

Georgia International Conference on Information Literacy

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 …

Yes, Use Ai, But Not Like That! Helping Student Researchers Navigate Conflicting Messages About Generative Ai, Ali Krzton, Todd Shipman

Georgia International Conference on Information Literacy

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 …

Getting Student Buy-In On Information Literacy In A Generative Ai Information World, Vincent Larkin

Georgia International Conference on Information Literacy

Even before the emergence of ChatGPT and similar programs, it could be difficult to get students interested in tracking down information sources and evaluating the authority, context and intent of content. With the emergence of generative AI tools, many educators are finding more unattributed or AI generated content in submitted student work, and for the students who use these tools, the speed and perceived authority of these tools may blind them to the difficulty of tracking and crediting the original sources. Given the emergence of these tools, how can we get students to value and put into practice information literacy …

Beyond Navigating: Empowering Ourselves And Our Communities Through Critical Technology And Information Research, Sarah Appedu

Georgia International Conference on Information Literacy

Artificial intelligence systems are increasingly being sold to the public as transformative, world-changing, life-improving advancements in human evolution. Information literacy librarians have and will continue to play an instrumental role in challenging and critiquing new technological “advancements” that make their way into the lives and practices of their organizations and communities. However, librarians may be underutilizing the important skills they hold in evaluating complex information sources and systems when helping their communities critically respond to new tools like those powered by artificial intelligence. While emphasizing skills related to source evaluation, identifying algorithmic bias, and critically examining the economic context of …

Harnessing Generative Ai For Targeted Libguide Development, Autumn Johnson

Georgia International Conference on Information Literacy

LibGuides are indispensable tools for librarians, facilitating information literacy teaching in a variety of contexts and enhancing the overall learning experience for users. This is particularly true for guides tailored to specific courses. Course guides and others that closely align with student learning objectives and assignment requirements, provide a more immediate and targeted response to user’s needs. Yet, developing guides with such customized content often proves to be a time-consuming process for Librarian creators.

Librarians might consider leveraging generative AI to assist them in creating guides with more focused and timely content, making their work easier and more efficient. Generative …

How Many Steps To Connect With The Library And A Librarian In Academic Libraries In The Southeast, Viki Stoupenos, Christine Woods Dr.

Georgia International Conference on Information Literacy

Transactional distance is defined as the gap between the learner and the teacher in online classes. In other words, how far away does the learner feel from the teacher or the ability to get help. This definition is applied to how far away the learner feels from the library and the ability to get help from a librarian.

Two important issues in transactional distance are structure and dialogue. Librarians should be aware of the structure of learning materials and have clear visible pathways so that students may reach out to ask for assistance. Websites must have logical structure and students …

Exploring The Ethical Use Of Ai In Information Product Creation: A Guide For Librarians, Dawn N. Cannon-Rech

Georgia International Conference on Information Literacy

Exploring the Ethical Use of AI in Information Product Creation: A Guide for Librarians

The rapid advancement of artificial intelligence (AI) has revolutionized the way information products are created, raising ethical considerations that demand the attention of educators, researchers, and librarians. This poster presentation aims to delve into the ethical aspects of AI-generated information products, such as papers, Open Educational Resources (OER) materials, images, etc., and to provide practical tips for teaching librarians on how to navigate and address citation rules associated with these products.

Objectives:

1. Understanding AI in Information Product Creation: Explore the key principles behind AI algorithms and …

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The Generative Power Of Teamwork: Using Collaboration To Support Genai Literacy, Annelise Sklar, Amanda Roth, Natalie Tagge

Georgia International Conference on Information Literacy

The potential impact of Generative Artificial Intelligence (GenAI) on the academic community raises numerous questions and answers, many of which have yet to be discovered. As a new and innovative technology, GenAI poses questions about functionality, training data integrity, ethics, intellectual property, and research functionality capabilities. With so many questions and little specific GenAI expertise, librarians at UC San Diego saw an opportunity to bring together experts in various disciplines to address the literacy needs of a campus community and fill the gaps where the campus had no official policy or guidance.

In this poster presentation, you will learn how …

A Collaborative Approach To Exploring Generative Ai With Undergraduate English Students, Chrissy O'Grady

Georgia International Conference on Information Literacy

How can librarians support students in exploring the use of generative AI to aid in the research process? This presentation will discuss a partnership between an academic librarian and an English faculty at a comprehensive state university in fall 2023 and spring 2024. In two sections of a 300-level major English course, students are required to use generative AI for an assignment. The collaboration consists of two information literacy sessions that utilize scaffolded activities. The first session focuses on students using generative AI to aid in their research process. We discuss their experiences using generative AI tools, develop an understanding …

Lesson Planning To Active Engagement: Harnessing Ai Tools For Academic Library Instruction, Helen E. Bischoff, Lisa Nichols

Georgia International Conference on Information Literacy

Love it or hate it, AI is here to stay. So how can librarians embrace AI in the classroom and use it to their advantage when working with students? Drawing from our own experiences in K12 and university settings, we will highlight AI tools instruction librarians can use to support their own teaching and learning in terms of lesson planning, classroom activities, and research consultations. We will demonstrate AI tools we have used such as ChatGPT and Semantic Scholar to engage middle school and undergraduate students and offer tips for promoting thoughtful, ethical use of AI for learning. We will …

Brewing Scholarly Connections: The Evolution Of Scholar Sips At Gs Libraries, Jessica L. Swaringen

Georgia International Conference on Information Literacy

The Scholar Sips lecture series at Georgia Southern University aims to facilitate student-faculty connections through intellectual exploration. Scholar Sips provides a space for faculty to present and discuss their recent, topical research with students who may or may not be in their classes already. Scholar Sips participants are also treated to complimentary coffee and tea. The library acts as a neutral third-space that levels the power dynamic between professor and student, positioning them both as explorers of a given topic. This presentation will describe the philosophical approach behind Scholar Sips, its gradual transformation over three semesters, as well as strategies …

Chatgpt And Friends: The Good, The Bad, And The Ugly, Lara Little

Georgia International Conference on Information Literacy

ChatGPT and similar large language models have taken the world by storm. Many librarians and teachers are trying to get up to speed on these new technologies and understand how they will affect information literacy, the classroom, and more. This presentation will give a not-too-technical overview of how these technologies work, what they can be used for, ethical issues of hallucinations, copyright, and potential student plagiarism, and considerations for libraries and librarians to take into account as students and teachers embrace (or avoid!) this form of artificial intelligence. Attendees will come away with a better understanding of what ChatGPT and …

Information Literacy As A Discipline In The Age Of Ai: A Conversation, Karen Kaufmann, Clarence Maybee

Georgia International Conference on Information Literacy

Is Information Literacy (IL) a discipline in itself? How does that situate with our current climate of AI in the information ecology?

The presentation will focus on the rationale for recognizing IL as a discipline, and the inquiry of IL as a Discipline in the age of AI. In the session, we will explore the opportunities afforded by recognizing information literacy as a discipline. Participants will be able to share their ideas of what would be included in an IL curriculum or research inquiry situated in the AI information ecology via an online question-and-answer platform inviting small discussions and an …

The Dragon In The Room: The Perils And Possibilities Of Ai-Generated, Openly-Licensable Rpg Program Content, Nathaniel Lee Bareford

Georgia International Conference on Information Literacy

Role playing games (RPGs) like Dungeons and Dragons are becoming increasingly popular and more in-demand by patrons of both academic and public libraries. Research has demonstrated that role playing games are valuable tools for reinforcing discipline-specific knowledge, developing career-ready soft skills, and cultivating information literacy practices. However, librarians are taxed for time and the investment required to produce practically usable, openly licensed RPG content is substantial. Additional access barriers such as material costs and licensing restrictions often prevent librarians from being able to sustain roleplaying game programming. If AI can produce usable, open RPG resources based firmly on open licenses …

Artificial Intelligence: The Road More Traveled. Writing And Conducting Research With Ai, Laura Zucca-Scott, Samuel Stinson

Georgia International Conference on Information Literacy

This project illustrates and discusses actionable examples of how collaborative, supportive virtual or in-person environments can foster democratic learning models in the age of Artificial Intelligence.

The workshop models, whether in person or virtual, provide dialogical opportunities for growth. Critically examining information and developing writing skills become crucial in supporting scholarly growth and intellectual exploration while providing access to academic pursuits to otherwise marginalized individuals and groups.

The experiences we share are situated in a specific context and are interconnected with the perspectives, backgrounds, and expectations of the scholars involved. However, as the writing workshops continue to evolve due to …