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On-Demand video of this session, recorded on 12/4/24

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On-Demand video of this session, recorded on 12/4/24

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North Carolina Department of Public Instruction

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Media Literacy and Research Skills in the AI Age

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Rebecca Stacy - LMS, Durham Public Schools

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Rebecca Stacy - LMS, Durham Public Schools

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I am an AI newbie. My toes have gone in the pool but that's about it. I recognize that I am behind the curve and want to catch up. Thanks for this!

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Introduction (1-2 minutes)

1. Prompt students with a question: "If you wanted to know something quickly, like what happened in a historical event or how to solve a math problem, would you ask an AI? Why or why not?"

2. Brief discussion:

Explain that tools like AI can provide information very quickly, and sometimes that information might seem very convincing. However, just because an answer sounds authoritative doesn’t mean it’s always correct.

AI tools are trained on large datasets, but these datasets might contain outdated, incomplete, or inaccurate information. Also, AI doesn't “know” the truth but generates responses based on patterns in the data it’s been trained on.

Activity Instructions (5-7 minutes)

Step 1: AI Response Generation (2-3 minutes)

1. Divide students into small groups (3-4 students per group). If working as a whole class, you can ask students to volunteer answers, or you can have them work on separate devices.

2. Ask each group to choose one question to ask the AI. Here are some sample questions you can use (or let students come up with their own):

"Who invented the airplane?"

"What caused the sinking of the Titanic?"

"Who was the first president of the United States?"

"What’s the cure for the common cold?"

Note: Make sure the questions are general enough to produce a clear, specific answer but also have a chance of generating inaccurate or incomplete responses.

3. Students should input the question into the AI tool (e.g., ChatGPT) and record the AI’s response.

Step 2: Fact-Checking the AI's Answer (2-3 minutes)

1. Each group must fact-check the AI response. They will use reliable online sources (such as trustworthy websites, educational sites, or books) to verify the answer. They should be looking for:

Was the information accurate?

Were any key facts missing or misrepresented?

Did the AI make any obvious errors or present outdated information?

Students should also check for how specific and credible the sources are.

2. Students will write down whether the AI’s response was correct or incorrect and explain why. If it was wrong, they should write what the correct answer is, and why the AI might have made a mistake (e.g., outdated information, incomplete data, misunderstood context).

Step 3: Group Share and Discussion (2 minutes)

1. Have each group share their AI-generated answer and the results of their fact-checking. You can use the projector or a shared screen to show responses if you want to do this collectively.

What was the AI's answer?

Was the answer accurate? If not, what was the correct information?

How easy or difficult was it to find reliable sources to fact-check the answer?

2. Discussion:

Why do you think the AI sometimes gives incorrect answers? (E.g., It’s based on patterns, not on actual knowledge.)

How might someone be misled if they didn’t fact-check the AI’s response?

Why is it important to double-check information, even when it comes from a seemingly authoritative source like AI?

Conclusion (1-2 minutes)

Wrap-up with key points:

Generative AI tools are helpful, but they are not perfect. They don’t "know" facts, and they can provide incorrect or incomplete information.

Just because something sounds credible doesn’t mean it’s true. Always verify important information, especially when using AI or other online tools.

Critical thinking and fact-checking are vital skills in today’s information-rich world.

Final reflection question: "How will you approach using AI in the future? Will you always trust it, or will you make sure to double-check information?"

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From ChatGPT 4o

Activity: "Seeing Is Believing? Investigating Viral Images"

Objective:

Students will practice using reverse image search to verify the authenticity of viral photos and videos, while understanding the importance of examining the source and context over relying solely on visual cues.

Materials Needed:

Access to computers, tablets, or smartphones

Pre-selected viral images (real or fake) with easily searchable origins

Handout or slide with step-by-step instructions for conducting a reverse image search (Google Images or TinEye)

Activity Steps:

1. Introduction (1-2 minutes)

Begin by showing an intriguing viral image on the screen (e.g., a doctored photo of a famous event or a real but miscaptioned image).

Ask students:

"Would you believe this photo is real? Why or why not?"

"How would you confirm its authenticity?"

Briefly explain that advances in technology have made photos and videos more convincing, so it's vital to verify the source and context.

2. Mini-Lesson on Reverse Image Search (2 minutes)

Walk students through the process of conducting a reverse image search:

Right-click on an image and select "Search image with Google" (or use a tool like TinEye).

Analyze the search results for the image’s original source and context.

Emphasize that they should focus on reliable sources (e.g., reputable news outlets, organizations) over user-generated content or unverified social media posts.

3. Hands-On Activity (5 minutes)

Divide students into pairs or small groups and provide each group with one pre-selected image (can be printed or linked).

Challenge each group to:

Conduct a reverse image search on their assigned image.

Answer key questions:

1. What is the original source of this image?

2. What is the context of the image?

3. How did you determine if the image is real or manipulated?

4. Discussion and Reflection (2 minutes)

Groups share their findings with the class.

Lead a discussion:

"How did knowing the source and context help you decide whether the image was trustworthy?"

"Why might people create or share misleading images?"

"What steps will you take next time you see a suspicious photo or video?"

Key Takeaway for Students:

When faced with viral images or videos, prioritize verifying the source and context over relying on visual clues. Reverse image search is a powerful tool that can help uncover the truth behind what you see online.

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You said:

Create an SEL Lesson for 6th grade students

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ChatGPT

Social-Emotional Learning (SEL) Lesson Plan for 6th Grade: "Understanding and Managing Emotions"

Grade Level: 6th Grade
Duration: 45-60 minutes
Objective:
Students will be able to identify and understand different emotions, recognize how emotions affect behavior, and develop strategies to manage emotions in challenging situations.

Materials Needed:

Whiteboard and markers

Emotion wheel (can be printed or displayed digitally)

Scenario cards (can be written on index cards)

"Feelings Journal" template (a printable sheet or notebook)

Music (optional for reflection activity)

Lesson Outline:

1. Introduction (5-10 minutes)

Warm-up Question: "How are you feeling today?"
Invite students to share how they feel. This can be done verbally, or by using a "feelings chart" where students point to the emoji or word that describes their emotions.

Discuss the importance of emotions:
Explain that emotions are natural responses to situations, and everyone experiences them, but learning how to manage them is key to making good decisions and staying calm.

Objective of the lesson:
“Today, we’re going to explore how to identify and understand our emotions, why they happen, and how to manage them in healthy ways.”

2. Emotion Wheel Activity (15 minutes)

Step 1: Introduce the Emotion Wheel.
Show a wheel with different emotions like happy, sad, angry, frustrated, excited, anxious, etc. (You can draw this on the board or use a printed version).

Step 2: Discuss emotions and their causes.
Go around the room, asking students to pick an emotion from the wheel and share a time when they felt that emotion. Discuss how situations trigger different feelings.

For example, “When was the last time you felt happy?” or “Can anyone remember a time when they were really frustrated?”

Step 3: Focus on identifying emotions.
Emphasize that it’s okay to feel any emotion, but it’s important to recognize them so that we can manage them. Students can keep their own emotion wheel in their journals for future reference.

3. Role-Play Scenarios (15 minutes)

Step 1: Divide the class into small groups (3-4 students per group).

Step 2: Give each group a scenario card (examples provided below) that describes a challenging situation. The groups will role-play the scenario and practice how to handle the emotions that arise.

Step 3: Discuss the role-play. After each group presents, ask the class:

“What emotions did you notice in the scenario?”

“How did the character manage their emotions?”

“What could they have done differently?”

Example Scenarios for Role-Play:

Scenario 1: "You get a grade back on a test and didn’t do as well as you hoped. How do you feel? What can you do?"

Scenario 2: "You’re working on a group project, but one of your teammates isn’t doing their share. How does this make you feel? What can you say to them?"

Scenario 3: "You’re excited about a big event, but someone else in your class seems jealous. How do you manage both your happiness and their feelings?"

4. Managing Emotions with Coping Strategies (10-15 minutes)

Discussion:

Ask, “What do you usually do when you’re feeling upset or angry?” List some common responses, such as talking to a friend, going for a walk, deep breathing, or drawing.

Introduce coping strategies:
Discuss specific strategies for managing emotions:

Deep breathing (Practice together: 4-7-8 breathing, inhaling for 4 counts, holding for 7, exhaling for 8).

Counting to 10 (a helpful method for calming down when angry).

Positive self-talk (e.g., “I can handle this” or “I will take a break and try again”).

Physical movement (e.g., walking, stretching, or dancing).

Journaling (encourage students to reflect on their feelings).

Activity:

Lead the class in a brief deep breathing exercise to calm the mind and body.

Ask students to reflect on a time when they used one of these strategies to manage their emotions.

5. Feelings Journal Reflection (10 minutes)

Reflection:
Give students a "Feelings Journal" template or provide a few minutes for them to reflect in their regular journals.
Have them answer these prompts:

"What emotion did I feel today?"

"What caused me to feel that way?"

"What strategy can I use next time to manage that emotion?"

"What did I learn about my emotions today?"

6. Closing and Wrap-Up (5 minutes)

Review Key Points:
Recap what was learned today:

Emotions are natural and can be understood.

Recognizing emotions helps us manage them better.

There are strategies, like deep breathing and positive self-talk, to manage strong emotions.

Closing Activity:
Ask students to think of one coping strategy they will try the next time they feel upset or stressed. Have them share one with the class or write it down to remind themselves.

Assessment:

Observe student participation during group discussions and role-plays.

Review students’ journal entries for understanding and reflection on emotions and strategies.

Check if students can identify emotions and demonstrate strategies to manage them.

Extension Activities (Optional):

1. Emotion Charades:
Students can take turns acting out different emotions (without using words), while others guess what they are feeling. This helps build empathy and emotion recognition.

2. Art Activity:
Students can draw how they feel when experiencing different emotions and then share their drawings with a partner or the class.

This lesson is designed to help students build emotional awareness, improve their social interactions, and enhance their ability to cope with difficult feelings in a healthy way.

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Activity: Evaluating Reputable Sources

Objective:
Students will learn to identify and evaluate reputable sources of information and understand their importance in research and everyday decision-making.

Materials Needed:

Access to the internet or a selection of printed articles (some reputable and some not)

Source Evaluation Checklist (provided below)

Whiteboard and markers

Projector (optional)

Instructions:

1. Introduction (10 minutes):
Begin with a brief discussion about the importance of using reputable sources in research. Ask students questions such as:

Why do you think it's important to use reputable sources?

Can you think of a time when the source of information affected your understanding of a topic?

2. Group Activity (30 minutes):
Divide students into small groups and provide each group with a set of articles or access to the internet. Each group should have a mix of reputable and non-reputable sources (e.g., academic journals, news websites, blogs, and social media posts).

3. Source Evaluation (20 minutes):
Each group will use the Source Evaluation Checklist to assess the articles they have. The checklist includes the following criteria:

Authorship: Who wrote the article? Are they an expert in the field?

Publication Date: Is the information current and relevant?

Citations and References: Does the article cite its sources? Are those sources reputable?

Bias and Objectivity: Is the information presented in a balanced way, or does it seem biased?

Purpose: What is the purpose of the article? To inform, persuade, entertain?

4. Group Presentations (20 minutes):
Have each group present their findings to the class. They should explain which sources they deemed reputable and why. Encourage discussion among groups about the different perspectives on source reliability.

5. Reflection (10 minutes):
Conclude with a class discussion about what they learned from the activity. Ask them to reflect on how they will apply this knowledge in their future research.

Source Evaluation Checklist:

Authorship: __________________________

Publication Date: ____________________

Citations and References: _____________

Bias and Objectivity: _________________

Purpose: ____________________________

Assessment:
Evaluate students based on their group presentations and participation in discussions. Provide feedback on their understanding of reputable sources and the evaluation process.

This engaging activity will help 8th-grade students appreciate the significance of using reputable sources in both academic work and real-life situations.

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Grades 3-5 MagicSchool for Credible Sources

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Grades 3-5 MagicSchool for Credible Sources

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Activity: "Source Sleuths"

Objective:
Students will learn the importance of using reputable sources by evaluating different types of information and understanding how credible sources build trust.

Grade Level: 3-5
Duration: 5-10 minutes

Materials Needed:

A list of various sources (printed or on a digital device), including:

1. A Wikipedia article

2. A blog post by an unknown author

3. A news article from a reputable news outlet

4. A research paper from an educational institution

5. A social media post

A “Credibility Checklist” handout (see below)

Activity Steps:

1. Introduction (1-2 minutes):
Begin with a brief discussion about the importance of finding trustworthy information. Ask students why they think some sources are more reliable than others.

2. Source Evaluation (3-5 minutes):
Divide students into small groups and provide each group with the list of sources. Give them the "Credibility Checklist" to help them evaluate each source.

Credibility Checklist:

Who is the author?

Is the source published by a reputable organization?

Does it provide evidence or references?

Is the information current?

Are there any biases present?

3. Group Discussion (2-3 minutes):
After evaluating, have each group share their findings on which sources they considered credible and why. Discuss how using credible sources can lead to higher levels of trust in the information we share.

4. Conclusion (1 minute):
Reinforce the idea that verifying information helps us make informed decisions. Encourage students to always check the credibility of their sources before sharing information.

Extension Activity (Optional):

If time permits, students can create a poster that highlights the key features of credible sources. They can use illustrations or bullet points to summarize what they learned.

This activity engages students in critical thinking and emphasizes the importance of reputable sources, helping them become informed consumers of information.

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CoPilot: Pretty basic response without revisions to prompting

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CoPilot: Pretty basic response without revisions to prompting

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Sure! Here's a 5-10 minute activity for 7th-8th graders that links a research skill with the talking point about AI chatbots and image generators producing text and visuals at an unprecedented scale, potentially spreading misinformation.

Activity: Spot the Fake

Objective: Teach students how to identify credible sources and verify information to avoid misinformation.

Materials Needed:

Internet access

Computers or tablets

Printed examples of AI-generated text and images (both real and fake)

Steps:

1. Introduction (2 minutes):

Briefly explain the concept of AI chatbots and image generators.

Discuss how these tools can create realistic-looking text and images that might not be true.

2. Group Activity (5 minutes):

Divide students into small groups.

Provide each group with a set of printed examples of AI-generated text and images. Include a mix of real and fake examples.

Ask each group to use the internet to verify the authenticity of the examples. They can use tools like reverse image search for images and fact-checking websites for text.

3. Discussion (3 minutes):

Have each group share their findings with the class.

Discuss the importance of verifying information and how to identify credible sources.

Highlight the potential consequences of spreading misinformation.

Talking Points:

AI tools can produce convincing but false information.

It's crucial to verify the origin of information before trusting it.

Use reliable sources and fact-checking tools to confirm the authenticity of information.

Wrap-Up:

Emphasize the importance of critical thinking and research skills in the digital age.

Encourage students to always question and verify information they encounter online.

This activity not only teaches students about the potential pitfalls of AI-generated content but also equips them with practical skills to navigate the information landscape responsibly.

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5-Minute Activity: "Fact or Fiction: AI Research Challenge"

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Objective: Students will learn to critically analyze content and recognize the role of AI in creating and spreading misinformation.

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Summary of research + media literacy responses: 

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Summary of research + media literacy responses: 

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AI Integration: AI is everywhere and becoming essential in digital tools.

Critical Thinking: Students need to discern reputable sources from AI-generated content.

Education: Teach students what AI is, how it works, and best practices for its use.

Safe Usage: Prepare students to use AI effectively and responsibly.

Teacher Engagement: Many educators are hesitant or unsure about using AI.

Media Literacy: Research and media literacy are crucial in the AI age.

Expansion: Frequent AI users aim to explore new tools and broaden their usage.

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AI used safely by students and teachers and teaching media literacy skills

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I'm Natalie Ezell in Henderson County. I'm a district-level digital learning specialist with my librarian soul.

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Lindsay Jones

Nashville, NC (dream location in image - Stars Hollow in Winter)

Digital Teaching and Learning Coach

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A girl reading a book in stars hollow in a snowy landscape. include the gazebo from gilmore girls

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Media Specialist/Librarian

Chatham County Schools

I want to be able to share information with staff and students at my K-8 school

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Research + media literacy in the AI Age is emerging. It's important to me to be able to help students and staff.

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Stephanie Boyd-Grady

Winston Salem

School Counselor

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WCPSS

Senior Admin Secondary Library Support

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Pamela Sands

Media Services Coordinator

Cumberland County Schools

Media Literacy is becoming increasingly important so that students know how to discern what is authentic and true and what is not.

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Ginny Honkomp

Heritage High School

Librarian

Frequent - more than once a week

Research+media literacy is so important because everyone has questions about it and many are using it (or need help using it).

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Shelly Cloninger

Media Specialist

Middle School in Buncombe County

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Chezley Royster School Library Media Coordinator at Wiley MMS in WSFCS

I use AI. My teachers use AI, but I can't seem to engage them in the library with new policy & best practices.

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Kaye Menjivar - Johnston County - District Librarian

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Kaye Menjivar - Johnston County - District Librarian

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AI is definitely here to stay. It's important to teach our students how to use it effectively and safely.

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Amanda Swengros- MCMS Catawba County Schools Media Coordinator

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Amanda Swengros- MCMS Catawba County Schools Media Coordinator

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Natalie Mercer - Media & Technology Coordinator, Wilson Co. Schools

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Natalie Mercer - Media & Technology Coordinator, Wilson Co. Schools

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I am a frequent user of AI in my role, but am always wanting to learn more about different ways to use as well as different tools. I feel like I use my favorites frequently, but need to branch out more.

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Hello! I'm Stephanie Wils, school library media coordinator in Wake County (WCPSS) in middle school. :)

I use AI almost every day and can anticipate using it almost every day moving forward. It's becoming a common tool and we need to be prepared to know how to use it and model appropriate usage.

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So many are still reluctant to use AI and so many aren't sure what it is and how to effectively use it.

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Teacher teaching students in a media center with books and computers.

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I'm Lauren, a media coordinator at Mount Pleasant Elementary. I think it's super important to keep our students educated on what AI is, how it works, and best use practices as we prepare them for the future.

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a teacher standing in front of a computer who is very excited 

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Megon Mancini

Concord, NC (Cabarrus County)

Media Coordinator

I think AI is important because we have to keep preparing our students to be critical digital thinkers.

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Jennifer Simons

Perquimans County High School

Media Coordinator

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Stephanie Boyd-Grady

I am new to this!

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1. Use AI to help you brainstorm

The goal is not to have a single sufficient prompt, but to hone the AI’s output into robust and reliable results, validating each step along the way as a good scholar would. Perhaps the AI sparks an idea that I can then pursue, or perhaps it does not help me at all. But sometimes just asking the questions furthers my own process of getting “unstuck” with hard research problems.

2. Use AI to gather and analyze data

It is like an intelligent sounding board that adds clarity to your own ideas. ...By incorporating AI into this data gathering and analysis process, researchers can gain valuable insights and solve difficult problems that often have ambiguous and equivocal solutions.

3. Use AI to help verify your findings and enhance transparency

AI tools can document the evolution of research ideas, effectively serving as a digital audit trail. This trail is a detailed record of a research process, including queries, critical decision points, alternative hypotheses, and refinements throughout the entire research study creation process.

4. Use AI to predict and then parse reviewer feedback

... by asking the AI, “As a skeptical reviewer who is inclined to reject papers, what potential flaws in my paper do you see? How can I minimize those flaws?” The results help me think through areas where my logic or analysis may be flawed, and what I might want to refine before submitting my paper to a skeptical scientific audience.

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Conducting relevant scholarly research can be a struggle. Educators must employ innovative research methods, carefully analyze complex data, and then master the art of writing clearly, all while keeping the interest of a broad audience in mind.

Generative AI is revolutionizing this sometimes tedious aspect of academia by providing sophisticated tools to help educators navigate and elevate their research. But there are concerns, too. AI's capabilities are rapidly expanding into areas that were once considered exclusive to humans, like creativity and ingenuity. This could lead to improved productivity, but it also raises questions about originality, data manipulation, and credibility in research. With a simple prompt, AI can easily generate falsified datasets, mimic others' research, and avoid plagiarism detection.

As someone who uses generative AI in my daily work, both in academia and beyond, I have spent a lot of time thinking about these potential benefits and challenges-from my popular video to the symposium I organized this year, both of which discuss the impact of AI on research careers. While AI can excel in certain tasks, it still cannot replicate the passion and individuality that motivate educators; however, what it can do is help spark our genius.

Below, I offer several ways AI can inspire your research, elevating the way you brainstorm, analyze data, verify findings, and shape your academic papers.

1. Use AI to help you brainstorm

ChatGPT-4, OpenAI's latest and paid version of the large language model (LLM), plays a vital role in enhancing my daily research process; it has the capacity to write, create graphics, analyze data, and browse the internet, seemingly as a human would. Rather than using predefined prompts, I conduct generative AI research in a natural and conversational manner, using prompts that are highly specific to the context.

To use ChatGPT-4 as a valuable resource for brainstorming, I ask it prompts such as, " I am thinking about [insert topic], but this is not a very novel idea. Can you help me find innovative papers and research from the last 10 years that has discussed [insert topic]?" and " What current topics are being discussed in the business press?" or" Can you create a table of methods that have and have not been used related to [insert topic] in recent management research? "

The goal is not to have a single sufficient prompt, but to hone the AI's output into robust and reliable results, validating each step along the way as a good scholar would. Perhaps the AI sparks an idea that I can then pursue, or perhaps it does not help me at all. But sometimes just asking the questions furthers my own process of getting "unstuck" with hard research problems.

There is still a lot of work to be done after using these prompts, but having an AI research companion helps me quickly get to a better answer. For example, the prompt " Explore uncharted areas in organizational behavior and strategy research" led to the discovery of promising niches for future research projects. You might think that this will result in redundant projects, but all you have to do is write, " I don't like that, suggest more novel ideas" or " I like the second point, suggest 10 ideas related to it and make them more unique " to come up with some interesting projects.

2. Use AI to gather and analyze data

Although the AI is far from perfect, iterative feedback can help its output become more robust and valuable. It is like an intelligent sounding board that adds clarity to your own ideas. I do not necessarily have a set of similar prompts that I always use to gather data, but I have been able to leverage ChatGPT-4's capabilities to assist in programming tasks, including writing and debugging code in various programming languages.

Additionally, I have used ChatGPT-4 to craft programs designed for web scraping and data extraction. The tool generates code snippets that are easy to understand and helps find and fix errors, which makes it useful for these tasks. Prior to AI, I would spend far more time debugging software programs than I did writing. Now, I simply ask, " What is the best way to collect data on [insert topic]? What is the best software to use for this? Can you help get that data? How do I build the code to get this data? What is the best way to analyze this data? If you were a skeptical reviewer, what would you also control for with this analysis? "

"While the initial results may not be on point, starting from scratch without AI is still more difficult."

When the AI generates poor responses, I ask, " That did not work. Here is my code, can you help me find the problem? Can you help me debug this code? Why did that not work?" or " No, that is incorrect. Can you suggest two alternative ways to generate the result?" There have been many occasions when the AI suggests that data will exist; however, like inspiration in the absence of AI, the data is not practically accessible or useful upon further examination. In those situations, I write, " That data is too difficult to get, can you suggest good substitutes?" or " That is not real data, can you suggest more novel data or a data source where I can find the proper data? "

While the initial results may not be on point, starting from scratch without AI is still more difficult. By incorporating AI into this data gathering and analysis process, researchers can gain valuable insights and solve difficult problems that often have ambiguous and equivocal solutions. For instance, learning how to program more succinctly or think of different data sources can help discovery. It also makes the process much less frustrating and more effective.

3. Use AI to help verify your findings and enhance transparency

AI tools can document the evolution of research ideas, effectively serving as a digital audit trail. This trail is a detailed record of a research process, including queries, critical decision points, alternative hypotheses, and refinements throughout the entire research study creation process. One of the most significant benefits of maintaining a digital audit trail is the ability to provide clear and traceable evidence of the research process. This transparency adds credibility to research findings by demonstrating the methodical steps taken to reach conclusions.

For example, when I was writing some code to download data from an external server, I asked, " Can you find any bugs or flaws in this software program?" and " What will the software program's output be?" One of the problems I ran into was that the code was inefficient and required too much memory, taking several days to complete. When I asked, " Could you write it in simpler and more efficient code? " the generated code provided an alternative method for increasing data efficiency, significantly reducing the time it took.

"Prior to AI, I would spend far more time debugging software programs than I did writing."

What excites me the most is the possibility of making it easier for other researchers to replicate what I did. Because writing up these iterations takes time, many researchers skip this step. With generative AI, we can ask it to simplify many of these steps so that others can understand them. For example, I might ask the following:

Can you write summarized notations of this program or of the previous steps so that others can understand what I did here?

Can we reproduce these findings using a different statistical technique?

Can you generate a point-by-point summary diary of what I did in the previous month from this calendar?

Can you create a step-by-step representation of the workflow I used in this study?

Can you help generate an appendix of the parameters, tests, and configuration settings for this analysis?

In terms of qualitative data, I might ask, " Can you identify places in this text where this idea was discussed? Please put it in an easy-to-understand table" or " Can you find text that would negate these findings? What conditions do you believe generated these counterfactual examples? "

You could even request that the AI create a database of all the prompts you gave it in order for it to generate the results and data. With the advent of AI-generated images and videos, we may soon be able to ask it to generate simple video instructions for recreating the findings or to highlight key moments in a screen recording of researchers performing their analyses. This not only aids validation but also improves the overall reliability and credibility of the research. Furthermore, because researchers incur little cost in terms of time and resources, such demands for video instructions may eventually be quite reasonable.

4. Use AI to predict and then parse reviewer feedback

I try to anticipate reviewer concerns before submitting research papers by asking the AI, " As a skeptical reviewer who is inclined to reject papers, what potential flaws in my paper do you see? How can I minimize those flaws? "The results help me think through areas where my logic or analysis may be flawed, and what I might want to refine before submitting my paper to a skeptical scientific audience. The early detection of problems in a competitive scientific arena with high time pressure can be effective and time saving.

Once I receive reviewer feedback, I also like to use ChatGPT to better understand what reviewers expect of me as an author. I'll ask, " Help me identify key points in this review, listing them from the easiest and quickest comments to address, up to the most challenging and time-consuming reviewer comments. " It's surprising how much more enjoyable the review process becomes once I have a more holistic understanding of what the reviewer or editor is asking.

Balancing AI's strengths and weaknesses to improve academic research

As educators, we must learn to coexist and co-create with these technological tools. LLMs have the potential to accelerate and improve research, resulting in ground-breaking ideas that push the limits of current possibilities.

But we must be careful. When used incorrectly, AI can speed up the process of achieving surface-level learning outcomes at the expense of a deeper understanding. Educators should approach generative AI with skepticism and curiosity, like they would with any other promising tool.

AI can also democratize research by making it accessible to people of all abilities and levels of expertise. This only makes our human essence-passions, interests, and complexities-even more important. After all, AI might be great at certain tasks, but the one thing it can't take away is what makes you, well, you.

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Generative AI Can Supercharge Your Academic Research

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Academic research is an important yet tedious part of the profession. Discover how generative AI can inspire you and elevate your reserach by helping you brainstorm, analyze data, verify findings, and shape your academic papers.

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Practice “lateral reading,” a strategy used by professional fact-checkers to investigate the reliability of online sources.

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In or your favorite AI chatbot, cut and paste the following prompt to help guide students through a critical analysis and evaluation of an AI-generated output.

This prompt can be conducted as a whole-class demonstration and discussion with the teacher controlling the chatbot on screen, or assigned to individual students of appropriate age levels. This prompt also requires an AI-generated text for analysis.

To get started, just replace the words in the bracket with the correct information for your instructional setting. And check out our companion downloadable resource.
Critically Analyze AI Outputs Prompt
You are a writing professor with expertise in critically analyzing AI-generated content to form meaningful distinctions between AI and human-generated text. Your task is to guide my [GRADE LEVEL / SUBJECT AREA] students to use critical thinking skills to analyze and evaluate the AI-generated content in the attached file. Ask questions, one at a time, about the following topics:

Content accuracy: "What factual claims does this text make? How might you verify them?"

Relevance: "How well does this content address the intended topic or purpose?"

Structure and organization: "How is the information presented? Is it logical and easy to follow?"

Language use and style: "Describe the tone and style of the writing. Is it appropriate for the intended audience?"

Depth of analysis: "Does the text provide surface-level information or in-depth analysis? Can you identify areas where it could go deeper?"

Originality: "Do you notice any unique ideas or perspectives in this text?"

Potential biases or errors: "Can you identify any potential biases or logical fallacies in the content?"

After the student answers each question, provide constructive feedback and ask follow-up questions to deepen analysis. Conclude the analysis by prompting students to reflect on the overall strengths and weaknesses of the text, as well as the implications of their analysis for future use of AI in their coursework. Throughout the process, maintain a supportive and encouraging tone. Adapt your questions based on the user's responses and level of engagement, but do not stray off the topic of the AI-generated text.
Example Prompt You are a writing professor with expertise in critically analyzing AI-generated content to form meaningful distinctions between AI and human-generated text. Your task is to guide my 12th grade English students to use critical thinking skills to analyze and evaluate the AI-generated content in the attached file. Ask questions, one at a time, about the following topics:

Content accuracy: "What factual claims does this text make? How might you verify them?"

Relevance: "How well does this content address the intended topic or purpose?"

Structure and organization: "How is the information presented? Is it logical and easy to follow?"

Language use and style: "Describe the tone and style of the writing. Is it appropriate for the intended audience?"

Depth of analysis: "Does the text provide surface-level information or in-depth analysis? Can you identify areas where it could go deeper?"

Originality: "Do you notice any unique ideas or perspectives in this text?"

Potential biases or errors: "Can you identify any potential biases or logical fallacies in the content?"

After the student answers each question, provide constructive feedback and ask follow-up questions to deepen analysis. Conclude the analysis by prompting students to reflect on the overall strengths and weaknesses of the text, as well as the implications of their analysis for future use of AI in their coursework. Throughout the process, maintain a supportive and encouraging tone. Adapt your questions based on the user's responses and level of engagement, but do not stray off the topic of the AI-generated text. Additional Critical Analysis Activities

Input an assignment into a chatbot and then grade the output using the assignment's rubric.

Input an assignment into a chatbot and request two or more responses; compare the outputs line-by-line and discuss which is the strongest/weakest based on a rubric.

Examine two versions of a text: one AI-generated and one written by a human. Compare the voice of each text, identifying uniquely human patterns of expression.

Create an AI-generated text passage related to your content area and then fact-check it using reliable sources.

Start with an AI-generated draft and find ways to improve it, focusing on areas currently under study in your class.

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Critically Analyze AI Outputs Prompt - AI for Education

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In ChatGPT or your favorite AI chatbot, cut and paste the following prompt to help guide students through a critical analysis and evaluation of an AI-generated output. This prompt can be conducted as a whole-class demonstration and discussion with the teacher controlling the chatbot on screen, or as

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Teachers in every content area can build partnerships with the school librarian to support students' academic literacy across the curriculum.

Raising literacy levels has always been a priority for schools, and even more so since the pandemic. Literacy is a fundamental skill that can be applied across all academic subjects. As we know, students who are literate are more able to engage with and understand the information they are being given or find for themselves and, in turn, are able to gain a deeper understanding of each subject. It's widely recognized that a student who is literate is more likely to become a confident, self-motivated independent learner.

School librarians have always had a role to play in promoting literacy-especially through reading for pleasure-and because of this, it's often linked to the English department. This is not something that should be dismissed. As we know, students who read widely do better academically, as it introduces them to lots more vocabulary and also supports and engages their imagination.

The Librarian's Role Can Support Policy Development

However, the conversation around literacy seems to have changed over the last few months. There's far more talk about literacy across the curriculum and the need to create cross-school literacy policies. I feel that this is a massive opportunity for the school librarian to demonstrate their role in the wider context.

School librarians have always been a cross-curricula resource. They provide physical and online resources to meet the needs of the teachers and students, but they are also able to teach information literacy skills (including academic reading) through inquiry across all subjects. School libraries and librarians should be included in these policies in order to help teachers understand their wealth of expertise and remind them that the school librarian is there for everyone.

Harness Librarians' Expertise in Academic Reading

There are three aspects to raising literacy levels: first, teaching children how to read; second, supporting those students who need extra help through interventions; and finally, helping students to read academically-the skill that school librarians have the expertise to support.

Academic reading comprises three tiers of vocabulary:

Tier 1: This level includes everyday words that children come across regularly through reading; conversations with their peers; listening to the world around them; watching TV, YouTube, TikTok, etc., such as happy, baby, table, and cloth.

Tier 2: This level relates to academic vocabulary that appears frequently across content areas, such as analyze and evaluate.

To gain access to vocabulary in Tiers 2 and 3, it's important for students to read nonfiction from either physical books or online resources, as fiction doesn't often include these types of words. Because Tier 3 vocabulary is subject specific, our specialist teachers will make sure that students know and understand the keywords for their subject. Tier 2 vocabulary can be found across the curriculum, so it's often the vocabulary that everyone presumes someone else will be teaching.

Inquiry-Based Resources Support Vocabulary Through Reading

School librarians not only can provide the resources that each subject needs but also can ensure, by working alongside teachers, that the topic keywords and Tier 2 vocabulary are accessible (at the right age level or appropriate for students with special needs) within those resources. Because they have an overview of the whole school, they are likely to be aware of what is being taught in various grade levels.

School librarians have a wealth of resources through the IFLA School Library Guidelines and FOSIL (Framework of Skills for Inquiry Learning) that allow them to support teachers across the curriculum. FOSIL is a free framework that can be used worldwide and supports students from prekindergarten to 12th grade. It uses inquiry as the building block of skills that can be taught across all subjects.

School librarians can use inquiry skills to not only teach teachers and students how to find quality resources but also support reading with purpose and understanding and so much more. Inquiry is about helping our students become high-level critical thinkers. Through supporting reading skills, we're helping our students go beyond the list of facts to gain understanding and meaning.

This is best done by a strong library program linked to the whole school curriculum policy, which will help teachers understand the expertise and role of the librarian within their own subject. Alongside research skills, academic reading needs to be embedded at all levels of inquiry, which means that the resources that the school librarian provides are hugely important.

Collaboration Between Teachers and Librarians is Key

Teachers and the school librarian need to work together to ensure that the resources needed are not only available but also age appropriate. This is only possible through collaboration. It's important that the school librarian not be an afterthought in this process. If teachers need time to plan a lesson, school librarians also need planning time, and ideally this should be done together.

Some school libraries might stock only a small number of resources. However, if given time, it's possible to provide online and physical resources for specific lessons. Planning together will also provide the opportunity to create lessons that include the skills and appropriate keywords to engage students in academic reading with purpose.

If teachers are unsure how to get started, they can use an initial inquiry planning form that is available via the FOSIL website and which helps teachers understand the information that school librarians need in order to be able to help them and their students. This type of planning tool can lead to some great collaboration.

If you want to raise literacy levels at your school, include your school library and librarian. Why struggle to do this on your own if you have an expert in your school who can help? Maybe it's time to have a conversation with your school librarian and find out how they can support academic reading across the curriculum. Finally, check to see if your school library and librarian are mentioned in your literacy policy; if not, that is also a good place to start.

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Boosting Students' Literacy Skills With Help From the School Librarian

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Teachers in every content area can build partnerships with the school librarian to support students' academic literacy across the curriculum. Raising literacy levels has always been a priority for schools, and even more so since the pandemic. Literacy is a fundamental skill that can be applied across all academic subjects.

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Generated with Padlet's "I can't draw" - prompt in the Alt Text

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Mollee Holloman - Dare Co - School Library Education Consultant

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Mollee Holloman - Dare Co - School Library Education Consultant

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AI Generated content is becoming more and more integrated in the digital resources we use, and we need to be teaching/modeling/learning practices for discernment between reputable resources and AI-generated content. I fear students & adults are using AI platforms as if they are Google/Wikipedia without realizing the complex & potentially inaccurate data it's trained on.

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A female, bespectacled librarian looks over a few computers while students search the internet.

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Or maybe you want to try the Claim, Evidence, Reasoning Framework

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Or maybe you want to try the Claim, Evidence, Reasoning Framework

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Yep, that's a 12 year old article! We had no clue that in 10 years, ChatGPT (among other things) would shake things up! But 1st graders in 2012 are seniors now, and this framework endures, despite the evolution of tech. So how might you elevate this scientific method framework using GenAI tools?

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Scenario 2: Biographies & Engaging through Chats

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Scenario 2: Biographies & Engaging through Chats

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Catawba County Librarian Jess Esposito is working on this scenario currently! She is planning a biography unit where students will first learn about a chosen public/historical figure using a reputable resource like Britannica on NCEdCloud, then engage in a 'chat' with that figure through SchoolAI's Spaces feature. Given the rich content already in the platform, educator's don't need to add source material to get started, and instead, students can access the Space code & log right in to start chatting, regardless of who they pick for their research. Sample a SchoolAI biography space here: https://app.schoolai.com/student-space?code=9CRL (FYI I will see your name and a summary of your responses!)

Use the + to start your own post & share below how you would adopt this idea, and how you would adapt it!

What topic would you have students explore?

What would the learning objectives be & is it standards aligned?

Share which reputable research resources you would provide

And what the AI-integration would be (SchoolAI, a custom GPT, Canva Magic Media & voice-over?, Adobe Express animation, Magic School, etc)

If the creative output isn't using GenAI, how else might you incorporate some AI-enhanced learning that ties into your learning objectives?

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Scenario 1: Reputable Research + Creative Outputs

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Scenario 1: Reputable Research + Creative Outputs

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Chapel Hill - Carrboro City Schools SLMC Gabriel Graña had students learning about specific countries in the Spanish-speaking world for a Spanish II project - after doing research on a reputable site like Britannica through NCEdCloud, students then practiced prompt engineering (aka descriptive writing!) to design an Alebrije that incorporated details from their research into the design.

Use the + to start your own post & share below how you would adopt this idea, and how you would adapt it!

What topic would you have students explore?

What would the learning objectives be & is it standards aligned?

Share which reputable research resources you would provide

And what the creative output would be (Canva Magic Media, Adobe Express, Magic School's Adobe integration? Padlet's I can't draw, etc)

If the creative output isn't using GenAI, how else might you incorporate some AI-enhanced learning that ties into your learning objectives?

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A vividly colored blend of an otter that has blue butterfly wings attached to its back, that is perched on some rocks near an aqua bay in a topical island

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Wanting to learn more about media literacy and teaching students these skills? Check out this webinar hosted by News Literacy Project

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Presented by Brittney Smith, Senior Manager of Education Partnerships, The News Literacy Project; and Peter Adams, Senior Vice President of Research and Design, The News Literacy Project

Sponsored by News Literacy Project
Register Here Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
In today's world, misinformation is more than an inconvenience-it's one of the greatest threats to our democracy. Whether or not your students are voting this fall, you can help ensure that they don't fall for rumors, falsehoods, or AI-generated deceptions by empowering them with critical news literacy skills.

Join the News Literacy Project's experts for an educator's guide to misinformation in today's digital landscape, including a close look at generative AI. In addition to discussing fundamental tools and tips for fact checking and misinformation busting, they will explore how AI technology continues to evolve and how it can even be used to enrich the learning experience. Topics will include:

The state of today's digital landscape and its implications in an election year

Strategies for helping students determine the credibility of evidence and sources

Best practices for teaching about misinformation and conspiratorial thinking

Attendees will leave with a roadmap for getting started with teaching about misinformation, including how to use the Misinfo 101 course offered on the News Literacy Project's free Checkology®️ virtual classroom.

This edWebinar will be of interest to middle and high school teachers, librarians, and school and district leaders. There will be time for questions at the end of the presentation.
About the Presenters
Brittney Smith is a Senior Manager of Education Partnerships (East) at The News Literacy Project. Brittney joined NLP in July 2022 after eight years of teaching life science in Cincinnati, Ohio. She was a high school teacher to diverse populations of students, including English language learners. In her tenure as science department chair, she focused on building partnerships with community stakeholders to enrich and improve students' educational experiences.

She holds a bachelor's degree in biological science from the University of Cincinnati and a master's degree in teaching science to adolescents and young adults from Mount St. Joseph University. She is currently pursuing her doctorate in educational practice and innovation with a STEM focus at the University of South Carolina.

Peter Adams became the News Literacy Project's Senior Vice President of Research and Design after several years as the organization's Head of Education. He began his career as a classroom teacher in the New York City schools through Teach For America. He has also taught in the Chicago public schools, at Roosevelt University, and at Chicago City Colleges' Wilbur Wright campus. In addition, he has worked with the NYC Teaching Fellows program, with After School Matters, and as an independent education consultant.

Since joining NLP in 2009, he has coordinated classroom and after-school programs, served as Chicago program manager, worked on organizational strategy, and developed NLP's digital program. He has also provided news literacy training and workshops to educators and others throughout the area. He was promoted to his current position in January 2014 and oversees NLP's education team, which develops resources and training for teachers. He and the other team members are based in Chicago. Peter is a graduate of Indiana University, where he majored in English and African American studies and co-founded an independent monthly student newspaper. He has a master's degree in the humanities from the University of Chicago.
Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
Join the News Literacy community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.

The News Literacy Project, a nonpartisan, national education nonprofit, provides programs and resources for educators and the public to teach, learn and share the abilities needed to be smart, active consumers of news and information and equal and engaged participants in a democracy.

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AI, the Digital Landscape, and Misinformation-Busting Superpowers for Students - edWeb

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Join the News Literacy Project's experts for an educator's guide to misinformation in today's digital landscape, including a close look at generative AI.

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When you're so good at research you can write with one hand and paint with the other. 

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Check out the two scenarios below for real ways that NC librarians are approaching research w/ Gen-AI enhancements.

How might you adopt and modify these in your own context?

What resources and tools would you include?

How would you adjust for student-accessibility and your own learning objectives?

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A teacher lesson planning about research and generative AI

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The same SIFT steps with more context on questions to consider about evaluating results from LLMs.

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Subject Guides: SIFT: Evaluating Web Content: SIFT and Generative AI Content

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Subject Guides: SIFT: Evaluating Web Content: SIFT and Generative AI Content

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Stop

Take a moment to consider the information or output provided by the Al tool in more depth

Investigate the source

Investigate the Al tool you are using with the ROBOT Method to identify any possible weaknesses, shortcomings, or bias in the tool. Check how current the data that the Al tool is trained on is.

Find better coverage

Locate additional resources on the same topic as the information generated by the Al tool and compare what the scholars have argued to the Al generated content

Trace claims, quotes, and media to the original context

Ask GenAl to list its sources when generating content, and confirm that: Those sources are real & The information in those sources match what the Al tool's output claims

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AI in Education Resources created by the NC AI Collaborative Spring 2024 Cohort

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AI in Education Resources created by the NC AI Collaborative Spring 2024 Cohort

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A treasure trove of content for a variety of stakeholders/audiences created by the NC AI Collaborative Spring 2024 Cohort

Filter/Search by Audience, Creator, or Format

All content licensed under Creative Commons BY NC  SA (provide attribution, Non-Commercial Use, Share derivative content with same or more open license)

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NC AI Collaborative Deliverables Spring 2024

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Looker Studio turns your data into informative dashboards and reports that are easy to read, easy to share, and fully customizable.

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https://www.aiforeducation.io/prompt-library

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Lesson plans in the free educator account

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AllSides Headline Roundups™ bring you top news stories from the left, center and right of the political spectrum - side-by-side so you can see the full picture.

We rotate the order of headlines to avoid biasing our coverage in favor of the left, which otherwise would always be listed first.

Learn how AllSides provides balanced news

MSNBC (Left bias) announced it's canceling opinion commentator Mehdi Hasan's Sunday night show on Thursday, drawing opinions from journalists and media outlets. For Context: Hasan is known...

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AllSides | Balanced news via media bias ratings for an unbiased news perspective

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We use media bias ratings to provide balanced news, perspectives and issues across the political spectrum. Unbiased news coverage doesn't exist - there is no such thing as unbiased news or t

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The News Literacy Project works with educators and journalists to give students the skills they need to discern fact from fiction and to know what to trust.

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Activity: Pick an age group you work with and open an LLM that you prefer to use (ChatGPT, Gemini, Claude, Raina/Magic School, Co-pilot)

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Activity: Pick an age group you work with and open an LLM that you prefer to use (ChatGPT, Gemini, Claude, Raina/Magic School, Co-pilot)

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Ask it to help you create a 5-10 minute activity for your age group that links a research skill with one of these 6 talking points from the PDF above. Comment below with what your plan is & share a link to your chat, if you're willing.

Need a sample to explore instead?

9-10th grade Generative AI in Science Education

K-2 grades Critical Media Literacy for K-2

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6 things to know about AI from News Literacy Project

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6 things to know about AI from News Literacy Project

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This infographic provides an overview of how this technology works and offers six news literacy takeaways to keep in mind as these tools evolve:

1. Generative AI tools are not objective: They are subject to the biases of the humans who make them, and any biases in the training data may show up when they are used.

2. . . .or reliably factual: AI tools might feel authoritative and credible, but the responses they generate are routinely riddled with inaccuracies.

3. It’s not all bad: AI tools also have tremendous upsides. (For example, they can boost scientific research and make complicated or specialized tasks more accessible, like writing computer code or building websites.)

4. Content is easier than ever to create — and fake: AI chatbots and image generators produce text and visuals at an unprecedented scale — and have the potential to supercharge the spread of misinformation. Be ready to encounter even more information with less transparency about its origin.

5. It signals a change in the nature of evidence: The rise of more convincing photos and videos means that determining the source and context for visuals is often more important than hunting for visual clues of authenticity. Any viral image you can’t verify through a reliable source — using a reverse image search, for example — should be approached with skepticism.

6. Reputable sources matter more than ever: Credible sources follow processes to verify information before sharing it, and this should translate into higher levels of trust.

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Daily Do Now's from News Literacy Project

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Daily Do Now's from News Literacy Project

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We'll do this together in the webinar but here's the resource for you to save & view on your own.

You're welcome to add a comment to this post about how YOU fact-check images you find online.

And/Or: add a post below for your own ideas & favorite resources on how you can incorporate mini-media literacy lessons in what you teach.

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Use the + at the top of this column to create your intro post -- in this part, add your Name, Location, Role (teacher/coach/librarian/principal/etc) 

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Use the + at the top of this column to create your intro post -- in this part, add your Name, Location, Role (teacher/coach/librarian/principal/etc) 

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And here you'll answer why do you see research + media literacy in the AI Age as a valuable topic to learn about right now?

You can also use the "I can't draw" feature to prompt an image generated that reflects how you feel about GenAI + Research skills!

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What's your current status of using GenAI for professional use?