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This session was developed for the Texas Tech University community of faculty, staff, and all students who were interested in the topic from a critical standpoint. This was part 6 in an 8 part series which is discussion based. As such, this workshop may only touch on certain aspects of this technology that was not covered previously while focusing on visual literacy skills. Special attention was given to the ways in which this technology is being used in facial recognition softwares, and the work of Dr. Joy Buolamwini.Setup Padlet as appropriate using recent news coverage related to academics and social life. Resource is outline of session. Learning Objectives for this session:Participants will learn about strengths and weaknesses of AI tools for generating images, photos and art.Understand issues related to copyright, attribution, and authenticity in AI-generated images and art.Explore how AI-generated art is used in various industries, such as academic research, advertising, entertainment, and design.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Erin Burns
Resource Type(s): Activity, Assignment Prompt, Lesson Plan
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This is an outline of the session "AI Literacy at Lunchtime: Research Tools," part of the TTUL's AI Literacy workshop series. This is a discussion based series that allows for critical examination of AI tools, generative tools, and their applications in research.Session is meant to be approximately one hour. Our sessions are conducted in hybrid form (online through Zoom and in-person). These tools can offer ways to simplify workflows, look for connections between papers and researchers, and offer different perspectives that we might not usually see with regards to traditional literature searches of academic databases. Learning Objectives:Differentiate which tools are considered AI tools for literature reviews Evaluate tools such as Research Rabbit, Connected Papers and Rayyan. Utilize tools like Semantic Scholar
Information Literacy Frame(s) Addressed: Research as Inquiry, Searching as Strategic Exploration, Framework as a Whole
Contributor: Erin Burns
Resource Type(s): Activity, Learning Object, Learning Outcomes List, Lesson Plan
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This is an outline of a session created for the Texas Tech University for the AI Literacy at Lunchtime series, currently running during the spring 2024 semester. This session relies on a powerpoint presentation of Dr. Leo Lo's CLEAR framework and two Padlets:1. for sharing the prompts and generative outputs2. for the discussion questions listed.This session was approximately 1 hour long.This series is discussion based with undergraduates, graduates, faculty and staff participating in the session, but can be adapted.Learning Objectives for this session:Understand the basics of prompt engineering.Create their own prompts for generative AI chatbots like Gemini or ChatGPT.Create their own prompts for AI image generators like Midjourney, DALL-E or HotpotUnderstand the biases inherent in this technology
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Erin Burns
Resource Type(s): Activity, Lesson Plan
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Texas Tech University Library’s AI Literacy workshop series developed weekly for spring 2024. Included here are materials related to part 2. This resource can be used as a general starting point for evaluating generative AI.Additionally, the workshop utilizes Padlet to facilitate discussion for active learning. Sessions can be held online, in-person, or hybrid. These sessions are also for broad appeal, and included faculty, staff, graduate students, and undergraduate students in attendance. 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.Learning objectives for this session included:Utilize AI detection tools for their courses.Understand current Texas Tech policies related to AI use in the classroom and within research.Understand other ways of evaluating AI created materials. This resource drew on different aspects within the ACRL Framework, including Searching as Strategic Exploration.Included in the documentation is an outline with discussion questions. There are no slides for this workshop.
Information Literacy Frame(s) Addressed: Information Has Value, Research as Inquiry, Searching as Strategic Exploration
Contributor: Erin Burns
Resource Type(s): Activity, Lesson Plan
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Texas Tech University Library’s AI Literacy workshop series developed weekly for spring 2024. Included here are materials related to part 1. 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. These sessions are also for broad appeal, and included faculty, staff, graduate students, and undergraduate students in attendance.Learning objectives for this session included:Understand what generative AI is.Understand the background of generative AI in higher education.Understand the biases and other problems inherent in AI systems.This resource drew on many different aspects within the ACRL Framework.Included in the documentation is an outline with discussion questions and slides.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Erin Burns
Resource Type(s): Activity, Learning Object, Lesson Plan
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This resource was designed as a jumping-off point for discussions between librarians and peer tutors who work outside of the library, specifically undergraduate subject-specific and writing tutors. Tutors are asked to examine ACRL framework by considering a learning objective and a brief related video. Videos were created by North Kentucky University's Steely Library.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Bria Sinnott
Resource Type(s): Assignment Prompt, Worksheet
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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. In the centerpiece activity, participants engage in a hidden layer simulation to develop a conceptual understanding of the algorithms in the neural networks underlying LLMs and their implications for machine bias and AI hallucination. Drawing on Richards’s theory of intellectual privacy (2015) and the movement for data sovereignty, and introducing an original framework for the ethical evaluation of AI, Hidden Layer prepares participants to be critical users of genAI and synthetic media.The workshop is designed for a 60-minute session, but can be extended to fill the time available.Includes workshop guide, presentation slides, learning activities, and assessment instrument.
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: Sarah Hartman-Caverly
Resource Type(s): Activity, Assessment Material, Bibliography, Instruction Program Material, Learning Object, Learning Outcomes List, Lesson Plan, Slide Deck
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Vetting Sources:An exercise that teaches ChatGPT’s limitations. This exercise empowers students to verify the information AI generates, fostering responsible AI use.Ask ChatGPT to generate a list of 4 academic sources on a topic of your choice, and then evaluate the credibility and usability of those sources.Now answer:What is the topic you chose?What 4 citations were generated? (Paste the citations here)THEN complete the following:1. Are the citations actually real? Does such a journal/website/book exist? State which are not real and which are real. State whether any website used in a real citation where you found it is credible and why.2. State where those specific real citations are available full-text (check our library databses too). List the names of the places you found them (for example, name of such-and-such webite, name of database , etc...).3. Check the credentials of the lead author by doing a google search of their name in quotes. Are they trained in the field of the topic? State their credentials and/or academic degrees.4. Now run their name (in quotemarks) in a library database (like ProQuest or Ebscohost), use a drop down to search for AUTHOR - do they appear? IF YES, What are their other article/s (provide the permalink URLs) about?5. Now run a search for your same chosen topic in a library database. What are the top four most relevant (provide the four permalink URLs)? Note if they match any of the original four generated.Bonus 1 point: Talk about paid and unpaid access to this AI tool (look at pricing for different versions on the Chatgpt website) and how YOU think it might affect what you find in any tier of paid/unpaid access. This assignment tracks to the ACRL Information Literacy framework:"Information has Value"
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: Stella Herzig
Resource Type(s): Assignment Prompt
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The worksheet, activity, slides, and library instruction session outline for this assignment are a methodology for integrating information literacy and library research into testimonio writing in a first-year undergraduate Introduction to Higher Education (IHE) course in the College of Education at California State University, Los Angeles. In the testimonio, students reflect upon and write about their educational experiences while integrating academic sources into their work.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Has Value, Research as Inquiry, Scholarship as Conversation, Searching as Strategic Exploration
Contributor: Kimberly Y. Franklin
Resource Type(s): Activity, Assignment Prompt, Lesson Plan, Slide Deck, Worksheet
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An infographic guide on strategies and resources for comprehensive market analysis and planning for local businesses. It was used to support experiential learning marketing research classes, which student groups work with individual small business clients. It can be used together with the self-directed exercise worksheet.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration, Framework as a Whole
Contributor: Grace Liu
Resource Type(s): Instruction Program Material
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This guide can be used together with the Strategy for Business Consulting with Market Research. It guides students to go through several library databases to find consumer reports, market research handbook, industry reports, customer profiles, and competitor profiles with heatmap visualizations.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration, Framework as a Whole
Contributor: Grace Liu
Resource Type(s): Activity, Instruction Program Material, Worksheet
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It can be used together with the Strategy for Researching a Public Company. The worksheet takes students to explore several library databases to find company profiles, swot analysis, industry reports and articles.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration, Framework as a Whole
Contributor: Grace Liu
Resource Type(s): Activity, Instruction Program Material, Worksheet
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A self-directed research exercise worksheet that guide students to explore several library databases and find different perspectives on a particular detable finance-related topics given by the instructor.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration, Framework as a Whole
Contributor: Grace Liu
Resource Type(s): Activity, Instruction Program Material, Worksheet
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It can be used together with the Strategy for Finding Statistics and Data to enhanced students' self-directed learning. The exercise intended to address the faculty's challenge in guiding students to find a good data research topic. It can be adapted based on your specific instruction needs.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration, Framework as a Whole
Contributor: Grace Liu
Resource Type(s): Activity, Instruction Program Material, Worksheet
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Graphic organizer that takes students through the 5 W's (Who What Where When Why). Includes prompt questions.
Information Literacy Frame(s) Addressed: Research as Inquiry
Contributor: Sarah Hood
Resource Type(s): Activity, Assignment Prompt, Learning Object, Worksheet
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FAQ, Discussions in the Higher Ed Community, Writing Assignments, Assessment, AI in the Classroom, Plagiarism & Academic Integrity, AI Detectors, Sample Syllabus Policies, Ethical Considerations...and more
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Sarah Hood
Resource Type(s): Learning Object, Professional Development Material, Research Guide
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Tips and Advice on using ChatGPT effectively and ethically (English & Spanish)(PPT files included for easier editing)
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process, Research as Inquiry
Contributor: Sarah Hood
Resource Type(s): Instruction Program Material, Learning Object, Research Guide
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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."
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process, Searching as Strategic Exploration
Contributor: Latia Ward
Resource Type(s): Assignment Prompt
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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. As a result, we participated in a semester-long ChatGPT workshop sponsored by our institution's writing center. We explored various aspects of generative pre-trained transformers (GPTs), particularly where it intersects with information literacy, visual literacy, digital literacy, and privacy literacy. We created learning activities closely tied to learning outcomes derived from the Association of College and Research Libraries’ (ACRL) Information Literacy Framework and ACRL's Framework for Visual Literacy in Higher Education. Each centers on a frame and contains an overview of the information or visual literacy issue as it relates to ChatGPT or AI tools. We designed each with customizations appropriate for the different approaches taken in humanities, social sciences, and science courses.
Information Literacy Frame(s) Addressed: Research as Inquiry, Scholarship as Conversation, Searching as Strategic Exploration
Contributor: Stefanie Hilles
Resource Type(s): Activity, Assignment Prompt, Learning Object, Lesson Plan
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A visual representation of the publishing process and how access is provided that includes what free labor is contributed to the process and how publishing companies make astronomical profits from freely given materials
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: John LaDue
Resource Type(s): Learning Object, Other
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This resource consists of three prompts for students to reflect on their research process at the beginning, the midpoint, and the end of a research assignment. The reflection responses can be used by librarians and instructors to identify where students are struggling in the research process and use that information to improve their teaching.
Information Literacy Frame(s) Addressed: Information Creation as Process, Research as Inquiry, Searching as Strategic Exploration
Contributor: Kayleen Jones
Resource Type(s): Activity, Assessment Material, Assignment Prompt
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Using social media examples, helping students understand how scholarship is not done in isolation but shared and a conversation. This is a lesson plan for a single class session. Included is a Learning Objectives doc for behind the scenes use, Questions Reading Activity for sharing with students, and Assessment for capturing data.
Information Literacy Frame(s) Addressed: Scholarship as Conversation
Contributor: Emily Bufford
Resource Type(s): Activity, Assessment Material, Learning Outcomes List, Lesson Plan, Worksheet
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Easier access to research data is changing the research landscape. Investigate the data available for your research topic through the library’s catalog and open-access sources.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Has Value, Research as Inquiry, Scholarship as Conversation, Searching as Strategic Exploration
Contributor: Kaypounyers Maye
Resource Type(s): Assignment Prompt, Lesson Plan
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This lesson plan introduces students to lateral reading techniques using the SIFT method. Designed and implemented for a political science introduction to international relations course, this can easily be adapted to other media literacy contexts. Students will practice lateral reading with sample news articles. Worksheets, slides, and sample articles are linked in the lesson plan. Alternative news articles can be substituted.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process, Information Has Value
Contributor: Ruth Castillo
Resource Type(s): Activity, Lesson Plan
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This worksheet can be used in upper-level undergraduate Environmental Studies classes to showcase how to use the BEAM framework. You can model the example on the worksheet and use that to show how to explore library/other information sources to find each example, or ask a student to offer a research topic and then make a table on a white board that you fill out together, following by information source navigation demos.
Information Literacy Frame(s) Addressed: Research as Inquiry
Contributor: Rosalinda Linares
Resource Type(s): Worksheet