Artificial Intelligence + ACRL Frameworks

The Padlets for this session included an evaluative Jeopardy-like game where participants could rate whether they felt a piece of media (text or image) was AI generated or "real," ie, human-made.

Texas Tech University Library’s AI Literacy workshop series developed weekly for spring 2024. This resource can be used as a general starting point for introducing and understanding the technology. Additionally, the workshop utilizes Padlet to facilitate discussion for active learning in a hybrid setting. Sessions can be held online, in-person, or hybrid.

Tips and Advice on using ChatGPT effectively and ethically (English & Spanish)

FAQ, Articles & Videos, Discussions in the Higher Ed Community, Writing Assignments, Assessment, Use of AI/ChatGPT in the Classroom, Plagiarism & Academic Integrity, AI Detectors, Syllabus Statements & Course Policies, Faculty Uses for AI

A group of four librarians from varied disciplinary backgrounds came together to examine issues of artificial intelligence and large language models. We are of the opinion that Pandora's box has been opened. Students will use ChatGPT, so it is important that we engage our students to promote a deeper learning and awareness of this technology and its limitations.

The Hidden Layer Workshop introduces key generative AI (genAI) concepts through a privacy lens. Participants probe the possibilities and limitations of genAI while considering implications for intellectual privacy, intellectual property, data sovereignty, and human agency. An original PROMPT Design Framework and worksheet guide participants through the iterative process of prompting generative AI to optimize output by specifying Persona, Requirements, Organization, Medium, Purpose, and Tone.

This group activity is conceived of as part of a larger session about finding academic books and articles. It is an opportunity to address emerging AI tools like Elicit and the various chatbots. The jigsaw design assigns each group one tool to evaluate and present to the rest of the class.

Thinking Outside the Box is an in-class research exercise designed to facilitate students' evaluation of information found in subscription databases and obtained through generative artificial intelligence tools by providing a series of questions for them to answer. For this exercise, the applicable frames from the Framework for Information Literacy include: "authority is constructed and contextual," "information creation as process," and "searching as strategic exploration."

ChatGPT is an generative artificial intelligence chatbot released in November 2022 by OpenAI. What are the opportunities in using this tool to teach library instruction? This document highlights various ways to engage with learners in critically analyzing ChatGPT (version GPT-3) and its responses through the ACRL Frame: Information Creation as a Process.

An exercise that teaches ChatGPT’s limitations. This exercise empowers students to verify the information AI generates, fostering responsible AI use.

ChatGPT burst onto the scene in late November 2022 and immediately went viral, reaching one million users in one week. Built by OpenAI, which is also responsible for the breakthrough image generator, DALL-E, ChatGPT is an LLM (large language model) tool that uses deep learning techniques to generate text in response to questions posed to it. It can generate essays, email, song lyrics, recipes, computer code, webpages, even games and medical diagnoses. Rather than search the internet, ChatGPT has been trained on a large corpus of text, including news articles, books, websites, academic articles, and other sources. The current corpus includes data from multiple languages and computer codes. The generation of text is accomplished by predicting the next word in a series of words to produce sentences and then entire pages of content.

Large language models represent a significant advancement in the field of AI. The underlying technology is key to further innovations and, despite critical views and even bans within communities and regions, large language models are here to stay. This commentary presents the potential benefits and challenges of educational applications of large language models, from student and teacher perspectives.

ChatGPT is a new generative artificial intelligence (AI) chatbot that has been gathering significant attention since its release at the end of 2022. There are many reasons for the onslaught of discussion in the news media and academia, but principal among them is the fact that ChatGPT produces seemingly believable, coherent content with superhuman speed and efficiency, from creating computer code to penning a college-level essay. ChatGPT and similar technologies are improving by the day, and will only become more pervasive. Librarians and other information professionals need to understand this AI’s uses and limitations, and, when appropriate, must adjust their practices to reflect the reality of easy-to-use AI tools that are accessible to the masses.

This paper aims to highlight the recent developments in artificially intelligent chatbots and how the resulting tools can be incorporated into the daily workflow of library work.

To explore whether artificial intelligence can be used to enhance library services, this study used ChatGPT to answer reference questions. An assessment rubric was used to evaluate how well ChatGPT handled different question types and difficulty levels. Overall ChatGPT’s performance was fair, but it did poorly in information accuracy. It scored the highest when handling facilities and equipment-related questions but the lowest when dealing with e-resources access problems. ChatGPT was weak in answering advanced research questions, complex inquiries, and known item searches relating to a specific local environment, but it could be adopted to enhance library communication with users.

As generative AI technologies continue to evolve, their potential to impact library services, operations, and user experiences is becoming increasingly apparent. We conducted a quick poll of Association of Research Libraries (ARL) member representatives in April 2023 to gather insights into their current perspectives on generative AI adoption, its potential implications, and the role of libraries in AI-driven environments. In this blog post, we summarize, synthesize, and provide recommendations based on the survey responses, aiming to offer valuable insights for senior library directors navigating the AI landscape.

Higher education is poised at the precipice of the changes and challenges brought about by ChatGPT. This paper addresses some of the most fundamental questions about the role, position, and implications of ChatGPT and generative artificial intelligence (AI) tools amidst the evolving landscape of higher education and modern society. By linking technological affordances with educational needs, we conceptualize ChatGPT as a student-driven innovation with rich potential to empower students and enhance their educational experiences and resources. However, this empowerment comes at a price. It requires collaborative efforts among the stakeholders to address the new and emerging challenges regarding student training, higher education curricula and assessment, and technology development and governance. It also implies new directions for educational research and theories.

This paper aims to explore the transformative potential of Google Bard, an artificial intelligence (AI)-powered chatbot, in reshaping contemporary library reference services and advancing information literacy.

The internet. Smartphones. Google. All technological advancements that changed the way we live and work. Will ChatGPT be added to the list? On November 30, 2022, OpenAI released ChatGPT, an artificial intelligence-powered chatbot using software that replicates human conversation and can create original material from simple or complex prompts. Need a five-paragraph essay on the theme of loss in literature? Done. Want to write an email to a professional colleague thanking them for their time and assistance? ChatGPT can do that too.

ChatGPT revolutionizes teaching practices by enhancing learning experiences in the classroom. With its instant response capabilities, teachers can provide real-time guidance and feedback, promoting continuous improvement and understanding. ChatGPT encourages critical thinking, active participation, and engagement through interactive discussions and human-like interactions. It also enables the creation of interactive activities, making learning enjoyable and memorable.

The ACRL Framework for Information Literacy for Higher Education is open-ended enough for us to try new things in our teaching, explore new tools, and new ways of helping students to understand the information in the world around them. These are just a few ways that we see how the Framework addresses ChatGPT and other generative AI tools.