Artificial Intelligence Now: ChatGPT + AI Literacy Toolbox: ALA 2024: Breaking Boundaries

Libraries can play a role in navigating the AI era by integrating these tools into information literacy (IL) programs. To implement generative AI tools like ChatGPT effectively, it is important to understand the attitudes of library professionals involved in IL instruction toward this tool and their intention to use it for instruction. This study explored perceptions of ChatGPT using survey data that included acceptance factors and potential uses derived from the emerging literature. While some librarians saw potential, others found it too unreliable to be useful; yet the vast majority imagined utilizing the tool in the future.

Wondering where generative artificial intelligence (AI) fits in information literacy instruction? This session will share findings from a recent survey of library professionals on how they are already teaching about and using AI powered ChatGPT in information literacy instruction and where they see potential opportunities and areas of concern. Survey analysis will include information about attitudes, current and anticipated use, and descriptions of teaching methods that leverage the technology.

As cultural institutions continue to digitize their collections and make them available online, social media platforms offer a promising method for promoting and providing access to these digital archives. By incorporating Artificial Intelligence (AI), it is possible to create engaging and accessible content that can reach a wider, measurable audience. However, concerns about bias, inaccurate information and ethical considerations abound and must be considered. In this presentation, we will explore the evolution of practices in incorporating AI into digital archive work at the Digital Collections Center at Florida International University Libraries to extend into social media content.

Attendees will gain a deeper understanding of the potential of AI-generated social media content (using platforms such as ChatGPT) as a means of access to digital archives, as well as practical insights into the considerations that should be taken into account. By showcasing the successes and challenges of using AI in social media content creation and promotion, we hope to inspire discussion and critical thinking about the role of social media and AI in promoting access to digitized collection materials.

This poster presents a comprehensive exploration of the integration of generative artificial intelligence (AI) with the Association of College and Research Libraries' Frameworks for Information Literacy. It seeks to shed light on the implications and considerations of incorporating generative AI within the framework of information literacy, focusing on key concepts such as authority, information creation, value, research as inquiry, and scholarship as conversation.

The public release of ChatGPT has provoked much debate as to the potential consequences of artificial intelligence (AI) for writing education. For second language educators and researchers in particular, AI-generated writing poses a major concern for student learning. However, it is also important to recognize the powerful affordances of ChatGPT for second language writers in their studies and careers. We argue that the value of ChatGPT and similar AI-based writing tools for second language learners must be understood through three contradictions: the “imitation” contradiction, the “rich get richer” contradiction, and the “with or without” contradiction. To most effectively address these contradictions, we propose a five-part pedagogical framework focusing on understanding, accessing, prompting, corroborating, and incorporating AI in the writing process. By facilitating conversations about how to use AI in the classroom, we can better support second language learners’ writing development and prepare these students for a world that increasingly values one’s ability to understand and use AI.

As AI in general and ChatGPT in particular dominate the news cycle and become a catalyst for promise and peril in just about every aspect of our lives, it is abundantly clear that they will have a serious impact on many of the key tenets of librarianship.

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.

This article introduces the CLEAR Framework for Prompt Engineering, designed to optimize interactions with AI language models like ChatGPT. The framework encompasses five core principles—Concise, Logical, Explicit, Adaptive, and Reflective—that facilitate more effective AI-generated content evaluation and creation. Additionally, the article discusses technical aspects of prompts, such as tokens, temperature, and top-p settings. By integrating the CLEAR Framework into information literacy instruction, academic librarians can empower students with critical thinking skills for the ChatGPT era and adapt to the rapidly evolving AI landscape in higher education.

The emergence of Artificial Intelligence (AI) in academic librarianship necessitates a corresponding evolution in librarians' competencies. This case study examines the GPT-4 Exploration Program at the University of New Mexico's College of University Libraries and Learning Sciences, which aimed to foster a culture of continuous learning and innovation by providing hands-on experience with advanced AI technology. Drawing on Malcolm Knowles' Adult Learning Principles, the program's structure and implementation are analyzed, highlighting the diverse range of projects undertaken by participants. The study reveals that effective AI reskilling involves cultivating a culture of continuous learning, adaptability, and collaborative exploration, anchored in a practical, hands-on approach.