Artificial Intelligence Guide for Faculty & Students: AI Literacy

Ethics​

• Fostering academic integrity​
• Recognizing the basic intellectual property & copyright​ issues surrounding AI tools
• Establishing the importance of disclosure & transparency​ in the use of AI tools 

Evaluation​

• Developing a basic understanding of how AI tools work & how they differ from database or Internet searches​
• Understanding scope! Locating information about an AI tool, such as type of AI, knowledge cut-off date, model, version, and author(s)/ creator(s)​. What can you find out about the “data sets” used in training a program? What went in?  Books? Internet sites? Journal articles? And what, if anything, can you find out about those books, internet sites, or journal articles? Who selected that data? Is it updated? If so, how? That information may be hard or impossible to find, but it’s important to ask those questions and find out as much as you can so you are more successful in determining what an AI program can do and, more importantly, what it probably can’t do. Establishing its scope is essential.
• Identifying biases in training data sets ​
• Evaluating the accuracy of the information generated ​

Appropriate Use 

• Ability to determine when it is appropriate to use AI for research and writing ​
• Ability to determine when it is not appropriate to use AI for research and writing​
• Knowing what constitutes cheating and plagiarism​
• Becoming familiar with the basics of 'Prompt 'Engineering'
• Ability to critically integrate AI into research to deepen critical thinking and understanding of a topic, rather than using it to cheat or bypass the learning process. ​
• Proper citation and disclosure of AI use​

Student activities, generated by ChatGPT, that can be adapted to encourage students to reflect on AI literacy while gaining hands-on experience. These are just examples of the types of lessons educators can use to teach basic genAI skills. The primary focus of these activities is reflection. 

If you are interested in collaborating or contacting a librarian to discuss ideas for developing an instruction session on basic generative AI literacy skills, please fill out the instruction request form below, and we will contact you. 

Thank you! 

Library Instruction Request Form 

MLA Guide Student Guide to AI Literacy

David R. Firth, Mason Derendinger, & Jason Triche. (2024). Cheating Better with ChatGPT: A Framework for Teaching Students When to Use ChatGPT and Other Generative AI Bots. Information Systems Education Journal, 22(3), 47–60.

This article provides a great example of a tool, in this case, a business matrix model, used to help guide students in determining when it is appropriate to use generative AI in their coursework. I highly recommend this article! 

Fleischmann, K. (2024). Making the case for introducing generative artificial intelligence (AI) into design curricula. Art, Design & Communication in Higher Education, 23(2), 187–207. https://doi-org.lib-proxy.jsu.edu/10.1386/adch_00088_1

An, J., Bak, H., Choi, W., Zhang, Y., & Stvilia, B. (2024). College Students’ Metaphors for ChatGPT: An Exploratory Study. Proceedings of the Association for Information Science & Technology, 61(1), 846–848. https://doi-org.lib-proxy.jsu.edu/10.1002/pra2.1116

Ko, C. R., & Chiu, M. (2024). How Can Academic Librarians Support Generative AI Literacy: An Analysis of Library Guides Using the ACRL Information Literacy Framework. Proceedings of the Association for Information Science & Technology, 61(1), 977–979. https://doi-org.lib-proxy.jsu.edu/10.1002/pra2.1159

Reham Salhab. (2024). AI Literacy across Curriculum Design: Investigating College Instructors’ Perspectives. Online Learning, 28(2).

Leo S. Lo. (2024). Evaluating AI Literacy in Academic Libraries: A Survey Study with a Focus on U.S. Employees. College & Research Libraries, 85(5), 635–668. https://doi-org.lib-proxy.jsu.edu/10.5860/crl.85.5.635

Lérias, E., Guerra, C., & Ferreira, P. (2024). Literacy in Artificial Intelligence as a Challenge for Teaching in Higher Education: A Case Study at Portalegre Polytechnic University. Information (2078-2489), 15(4), 205. https://doi-org.lib-proxy.jsu.edu/10.3390/info15040205

Lu Ding, Sohee Kim, & R. Allan Allday. (2024). Development of an AI Literacy Assessment for Non-Technical Individuals: What Do Teachers Know? Contemporary Educational Technology, 16(3), 512.

Yoshija Walter. (2024). Embracing the Future of Artificial Intelligence in the Classroom: The Relevance of AI Literacy, Prompt Engineering, and Critical Thinking in Modern Education. International Journal of Educational Technology in Higher Education, 21. https://doi-org.lib-proxy.jsu.edu/10.1186/s41239-024-00448-3

Bilal Younis. (2024). Effectiveness of a Professional Development Program Based on the Instructional Design Framework for AI Literacy in Developing AI Literacy Skills among Pre-Service Teachers. Journal of Digital Learning in Teacher Education, 40(3), 142–158. https://doi-org.lib-proxy.jsu.edu/10.1080/21532974.2024.2365663

Mavis Brew, Stephen Taylor, Rachel Lam, Leo Havemann, & Chrissi Nerantzi. (2023). Towards Developing AI Literacy: Three Student Provocations on AI in Higher Education. Asian Journal of Distance Education, 18(2), 1–11.

OpenAI, who released and owns ChatGPT, has the following resource on "prompt engineering."  Prompt engineering refers to the instructions you give ChatGPT to get an output. Think of this as the search strategy you use when searching the Library databases or doing an Internet search. The more sophisticated and detailed your prompt, the better your chance of getting a relevant and helpful response. Trial and error practice is part of learning what works best when 'engineering' your prompt. As they say, 'garbage in, garbage out.' Open AI gives some great examples and tips on how to write your prompts. 

OpenAI- Prompt Engineering 

While the following article applies to software development, the authors of this work have compiled a "catalog" of strategies that can be used by anyone seeking to fine-tune their ChatGPT prompts. The authors provide novel methods for improving your output for many question scenarios. This article is highly recommended! 

White, J., Fu, Q., Hays, S., Sandborn, M., Olea, C., Gilbert, H., Elnashar, A., Spencer-Smith, J., & Schmidt, D.C. (2023). A Prompt Pattern Catalog to Enhance Prompt Engineering with ChatGPT. ArXiv, abs/2302.11382.
 

The following guide, created by the University of Arizona's University Libraries, helps you learn how to cite ChatGPT correctly, understand what constitutes plagiarism or cheating with ChatGPT, and provides links to other major AI tools "Beyond ChatGPT" that you might be interested in trying out. 

Student Guide to ChatGPT