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VALENTINI, A. & SABZALIEVA, E. 2023. ChatGPT and artificial intelligence in higher education: quick start guide. Paris UNESCO.

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Subject bibliography on information literacy for higher education in the age of AI

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Subject bibliography on information literacy for higher education in the age of AI

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The annotated bibliography contains ten citations to a range of resources for information professionals who wish to implement Generative Artificial Intelligence (GenAI) tools to enhance information literacy skills in the context of higher education. It covers global research articles on theories and frameworks of AI literacy, potential skill and proficiency gaps of librarians, practical suggestions for AI-related regulation and policymaking, implications for tasks that librarians can lead to promote AI literacy, as well as hands-on training and guide for librarians’ self-learning within the last five years.

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AKAKPO, M. G. 2023. Skilled for the Future: Information Literacy for AI Use by University Students in Africa and the Role of Librarians. Internet Reference Services Quarterly, 1-8.

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Dr Akakpo is a lecturer at the Department of Psychology, Regent University College of Science and Technology, Accra, Ghana. In this article, the author reviewed a wealth of literature that correlates information and digital literacy in the higher education context. Akakpo then examined user competencies with Generative AI tools in the African context. With the rapid development of GenAI, information and digital literacy skills are more crucial than ever. The author suggested that African academic libraries, in collaboration with IT departments, should take the lead in designing and upgrading existing information literacy training programmes to include GenAI-related skills for both academics and students in higher education institutions. The author also recommends that academic librarians deliver information literacy training on academic integrity to university students at the beginning of their university education and before their dissertation. The author suggested that academic libraries should develop policies for the use of generative artificial intelligence tools, with a particular focus on ethical considerations.

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AMERICAN LIBRARY ASSOCIATION. 2023. Crash Course: Understanding and Using AI Tools in Library Programs and Services [Online]. Chicago: American Library Association. Available: https://elearning.ala.org/local/catalog/view/product.php?productid=1066 [Accessed 15 December 2023 2023].

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Nicole Hennig is a library technology expert. She is currently an e-learning developer and a former head of user experience department at MIT. This four-part crash online course, designed for those with limited knowledge of generative AI, will be led by her. Participants will delve into AI tools and technology's transformative potential for library programs and services from 30 January, 2024 to 20 February, 2024. The course covers essential concepts, ethical implications, and practical applications in a library setting. The series explores topics such as AI literacy with ChatGPT, AI tools for education, generative AI tools for multimedia, and staying current with AI technology. Participants will gain a foundational understanding of generative AI technologies, differentiate between AI types, and explore practical applications in libraries. The course is recommended for library staff seeking to enhance their knowledge and leverage AI for equitable and engaging library programmes.

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CHAN, C. K. Y. & HU, W. 2023. Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20, 43.

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At a conference in Limpopo, students… sometimes called learners although I still don’t get the difference… anyway, everyone was getting a little sleepy so we did some exercise to help get the blood pumping again! Check out http://xleducation.co.za for more info. – Download this photo by Jaime Lopes on Unsplash

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Prof. Cecilia Chan is a Tenured Professor in the Faculty of Education at The University of Hong. The peer-reviewed article investigated university students’ perceptions of GenAI tools, like ChatGPT, in the higher education (HE) context by conducting a survey of 399 undergraduate and postgraduate students from different majors in Hong Kong. The study showed that students’ general positive attitude towards GenAI in teaching and learning, acknowledging its potential for personal learning support, assisting with writing and research capabilities. However, it also revealed concerns regarding accuracy, privacy, ethics, and societal impact. In line with John Biggs' 3P model, student perceptions have a significant impact on learning approaches and outcomes. Unlike other studies that focus on top-to-bottom strategic or policymaking perspectives, this study presented the voices of students, which could shed some light on policymakers to create well-informed guidelines and strategies for responsible and effective implementation of GenAI technologies in HE.

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COX, A. 2023. How artificial intelligence might change academic library work: Applying the competencies literature and the theory of the professions. Journal of the Association for Information Science and Technology, 74, 367-380.

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Dr Andrew Cox is a Senior Lecturer at University of Sheffield. He has 113 publications focusing on information and library science, computer science and education research in Web of Science and an h-index of 21. In this article, the author examines the potential impact of artificial intelligence (AI) on academic libraries. It uses theoretical frameworks from library and information science (LIS) to explore the nature of AI and its possible applications in academic libraries, with a particular emphasis on knowledge discovery. The paper analyses eleven potential approaches that libraries may take in adopting AI for such purposes and assesses their likelihood. Additionally, the study considers internal and external factors that influence AI adoption. The paper also contributes to synthesising competencies literature with the theory of the profession, portraying librarians as hybrid professionals. This examination explores the changing role of academic libraries in response to advancements in AI technology. It provides insights into the integration of competencies and professional theory.

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WHEATLEY, A. & HERVIEUX, S. 2023. Creating an Academic Library Workshop Series on AI Literacy. LibTech Insights [Online]. Available from: https://www.choice360.org/libtech-insight/creating-an-academic-library-workshop-series-on-ai-literacy/ [Accessed 15 December 2023 2023].

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Wheatley, A & Hervieux, S. (2020). The AI family tree [diagram]. The LibrAIry. https://thelibrairy.wordpress.com/2020/05/12/the-ai-family-tree/

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This blog post is a chapter from the book The Rise of AI: Implications and Applications of Artificial Intelligence in Academic Libraries (Association of College Research Libraries, 2016). It describes how the McGill University Library developed a workshop series called "Keeping Up with Artificial Intelligence," covering AI Literacy, AI Ethics and Bias, and AI in Research. Apart from introducing AI technologies, terms and definitions, which other workshops also address, a new ROBOT (Reliability, Objective, Bias, Ownership, Type) test for AI was suggested for critical test. The authors employed a family tree metaphor to illustrate AI relationships, aiding participants' comprehension. The workshops aim to enhance AI discussions and understanding within the academic community, emphasising the need for librarians to adapt and teach AI literacy. The workshop series, organised by the two authors, is well-structured and budget-friendly. Other academic libraries looking to develop similar AI literacy training can learn from their approach.

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IFLA AI SIG. 2023. Generative AI for library and information professionals (draft) [Online]. Netherlands: IFLA. Available: https://www.ifla.org/generative-ai/ [Accessed 15 December 2023 2023].

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This webpage, created by the IFLA AI Special Interest Group, provides practical resources on Generative AI for information professionals. Although it is still a draft version, the resource page is systematically laid out, introducing generative AI concepts and examples such as ChatGPT, Bing, BARD, Dall-E, etc. It also covers ethical concerns of GenAI, including biases, misinformation, and privacy risks, as well as information issues. The report's highlight is in the third section on 'Uses'. Unlike other journal articles that focus solely on the use of GenAI tools for academic community in higher education, this article also explores the potential applications for information professionals, including text summarisation, metadata generation, and document drafting. Additionally, it provides guidelines for safe use by end-users and researchers. Throughout the whole resource guide, it includes numerous links and references for further reading and is open to improvement suggestions.

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JAMES, A. B. & FILGO, E. H. 2023. Where does ChatGPT fit into the Framework for Information Literacy? The possibilities and problems of AI in library instruction. College & Research Libraries News, 84, 334.

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Both James and Filgo work at the Baylor University Libraries. Their article examines the role of ChatGPT, a generative AI tool, in the context of information literacy from the perspective of subject librarians, based on the ACRL Framework for Information Literacy for Higher Education in 2016. ChatGPT, known for generating text with varying degrees of accuracy, raises concerns about its impact on academia, including facilitating cheating and disrupting traditional pedagogy. The authors argue that the Framework offers a flexible approach for librarians to integrate ChatGPT into instruction. They analysed how ChatGPT aligns with the six frames of the Framework. For instance, the "Authority is Constructed and Contextual" frame emphasises critical evaluation due to ChatGPT's biases. The "Information Creation as a Process" frame supports its use for instruction and discussion, while the "Information has Value" frame highlights the need for careful citation verification. The article encourages librarians to navigate ChatGPT's merits and drawbacks within the framework and stresses the importance of responsible and ethical use in information literacy instruction.

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JOINT INFORMATION SYSTEMS COMMITTEE. 2023. National centre for AI [Online]. Bristol: Joint Information Systems Committee. Available: https://www.jisc.ac.uk/innovation/national-centre-for-ai [Accessed 15 December 2023 2023].

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This website is created by the National Centre for AI in tertiary education (NCAI) by JISC. It aims to support people in using AI effectively and efficiently. It incorporates JISC reports on AI, blogs, latest trainings, together with community for AI and a series of pilots of AI products. Its blog session is updated frequently on AI community activities, such as meetups, case studies, opportunities for involvement, and occasional guest blogs. The centre also leads a series of pilots, which allow JISC members to get first-hand experience in using AI tools. The Centre will then evaluate the performance of the products, and share merits and drawbacks of them to the community. This regularly updated page will equip library and information professionals with state-of-the-art information and skills, experience in implementation of AI products, as well as engagement with community in AI.

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MOORHOUSE, B. L., YEO, M. A. & WAN, Y. 2023. Generative AI tools and assessment: Guidelines of the world's top-ranking universities. Computers and Education Open, 5, 100151.

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In contrast to Chan's survey, this study takes a strategic and policymaking perspective. It reviews the role of GenAI in assessment guidelines (targeted at instructors) of the world's top 50 universities at both the context and content levels. The findings, based on quantitative and qualitative data, revealed three main areas of coverage: academic integrity, advice on assessment design, and communication with students. The author pointed out that most of the GenAI part of assessment guidelines were produced in short period of time, leaving little opportunity for practical implementation. Some universities have shown a positive attitude towards GenAI, while others have taken a more conservative approach. As the instructors start to implement the GenAI guidelines, gradual reviews and updates to them will emerge. Interestingly, the authors suggested a new concept of GenAI assessment literacy on three aforementioned areas. The study has its limits by including most global north universities. Further research could cover additional areas to provide a more comprehensive understanding of universities’ GenAI assessment guidelines.

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The guide was created by Arianna Valentini, Junior Analyst of Research and Foresight, and Emma Sabzalieva, Head of Research and Foresight, at UNESCO IESALC. This is a practical guide for beginners in AI in higher education, covering various aspects of ChatGPT and artificial intelligence (AI) and their applications in higher education. The different roles of ChatGPT or GenAI in teaching and learning, research, administration and community engagement are worth looking into. The guide discusses challenges and ethical implications with AI, specifically in academic integrity, lack of regulation, privacy concerns, cognitive bias, gender and diversity considerations, accessibility, and commercialisation. It references two other UNESCO reports on AI, i.e. Recommendation on the Ethics of AI and guidance for policymakers on AI and education. To implement ChatGPT in higher education institutions, the guide recommends courses that information professionals can work on, such as AI literacy, AI ethics, core AI competencies and skills. The guide does not limit courses for academic community but also expand to staff and peer-support and mentoring programme.