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With our courses being so packed already, how do we find the time/find opportunities to educate students about all the aspects and dimensions of using AI ethically, rhetorically, etc.?

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With our courses being so packed already, how do we find the time/find opportunities to educate students about all the aspects and dimensions of using AI ethically, rhetorically, etc.?

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is CAIL its own thing? should it be part of information literacy more generally?

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is CAIL its own thing? should it be part of information literacy more generally?

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How do we use AI while still creating that "friction" that is so important in learning?

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How do we use AI while still creating that "friction" that is so important in learning?

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We need to highlight the differences between Google searches and AI queries to students--use examples, etc., to show them that GenAI is not just "a better version of Google."

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We need to highlight the differences between Google searches and AI queries to students--use examples, etc., to show them that GenAI is not just "a better version of Google."

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We talked in the larger group about the frictionlessness of AI. Maybe CAIL is putting the friction back in -- the interruption and prompt to reflect.

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We talked in the larger group about the frictionlessness of AI. Maybe CAIL is putting the friction back in -- the interruption and prompt to reflect.

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How do we encourage students to seek human feedback and engage with other humans if AI tools provide so much convenience?

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How do we encourage students to seek human feedback and engage with other humans if AI tools provide so much convenience?

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Pointing out some of AI's shortcomings can be helpful, especially when they see the hype of AI (without looking at the limitations/hallucinations)

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Pointing out some of AI's shortcomings can be helpful, especially when they see the hype of AI (without looking at the limitations/hallucinations)

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How can we build on students' algorithmic literacies and use that to help deconstruct LLMs?

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How can we build on students' algorithmic literacies and use that to help deconstruct LLMs?

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Conversations around academic ethics are more foregrounded than past (especially in comparison with plagiarism before AI) -- now it's obvious to everyone that these conversations are necessary.

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Conversations around academic ethics are more foregrounded than past (especially in comparison with plagiarism before AI) -- now it's obvious to everyone that these conversations are necessary.

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Are the interfaces through which we engage with LLMs shaping both how we use them and how we regard them? For instance, how do students interact with AI differently if they type vs. use the voice "chat" function?

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Are the interfaces through which we engage with LLMs shaping both how we use them and how we regard them? For instance, how do students interact with AI differently if they type vs. use the voice "chat" function?

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I feel like such an AI slut because I love making it do work I don't want to do like thinking of 75 silly sentences for students to use at a workshop. 

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I feel like such an AI slut because I love making it do work I don't want to do like thinking of 75 silly sentences for students to use at a workshop. 

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is the three-pronged definition of CAIL from Vee problematic?

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is the three-pronged definition of CAIL from Vee problematic?

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Distinguishing between critical thinking/creativity and transactional communications--teach students different relationships to AI for different contexts.

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Distinguishing between critical thinking/creativity and transactional communications--teach students different relationships to AI for different contexts.

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What ignites students? Is it talking about personal stories and creativity, as a vehicle into the larger discussion of AI? Or is it academic writing scaffolding? Or what?

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What ignites students? Is it talking about personal stories and creativity, as a vehicle into the larger discussion of AI? Or is it academic writing scaffolding? Or what?

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Re WR 120 LO1: does AI help with this, or conflate it into "one way to read"? How do we teach reading strategies, and differences, in a world of AI-generated summary?

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Re WR 120 LO1: does AI help with this, or conflate it into "one way to read"? How do we teach reading strategies, and differences, in a world of AI-generated summary?