Vocabulary: We need to teach basic vocabulary often associated with AI. Chances are you had not used the phrase “generative AI” prior to the emergence of ChatGPT. If students understand the vocabulary around how AI “learns,” they’re more likely to understand its strengths and weaknesses.

Appropriateness:

Believes that basic components, the defn, history & dvpt of AI taught

U/S concepts of big data, machine leanring & cloud computing.

Big data 5 V primary & inherent characteristics.

Learn how AI machines use data - training models & learning algorithms.

future of work= increasingly likely to live and work with AI. social good = +ve and harmful effects. Address critical social, environmental & public health concerns

risks = how do emerging technologies cause trouble & harm

IBM AI ethical guidelines as a starting point

• Fairness & bias

• Trust & transparency

• Accountability

• Social benefit

• Privacy & security

Linked to technology, impact & ethics

Use of hands on activities, case studies, project based learning

Since AI is emerging & disruptive (& evolving) it's critical that students stay up to date.

Cognitive engagement is associated with emotional engagement. (is this the challenge how do students emotional contact with info when it's just created for them?)

Important for life long learning in an AI based society.

Marijana Asprovska discusses her forthcoming research on ChatGPT and different languages, and how differences in its treatment of non-English languages matters. Essentially, it can remember around 12,000 words in English but fewer words in other languages, so this penalizes non-English speakers in terms of usability and costs.

https://nextshark.com/buzzfeed-ai-generated-barbies-backlash-controversy

https://restofworld.org/2023/ai-image-stereotypes/

Forwarded this email? Subscribe here for more

Stay Ahead with AI in Libraries & Education – Insights, Tools, & Trends!

AI Slop Is Taking Over the Internet—and Our Classrooms

From fake events to flooded libraries, here’s how educators can help students resist the rise of low-quality AI content

The Ai School Librarian

Jun 30

READ IN APP

💡 Want more insights on AI & copyright? Paid subscribers get exclusive access to bonus content, including a deep dive into real-world AI copyright cases, classroom discussion prompts, and hands-on activities for educators and librarians.

🔒 This week’s bonus edition features a full DeepSeek deep dive—updated with case studies, privacy risks, and teaching resources.
Subscribe to unlock it here.

Welcome

I’m at ISTE this week and would love to connect with fellow educators, librarians, and technologists! If you’re here too, come say hi—I’m always happy to chat about all things AI and education.

Now, let’s talk about the latest AI buzzword making waves: AI Slop.

“AI Slop” might sound like a joke—but it’s not. It’s the very real flood of low-quality, misleading, and sometimes completely fake AI-generated content online. And this week, we’re diving into what that means for schools, libraries, and students—with a little help from John Oliver.

Watch the “AI Slop” segment from Last Week Tonight — it's both hilarious and disturbingly accurate.

What Exactly Is AI Slop?

John Oliver defines AI slop as the result of “mass-producing content with no care, no oversight, and often, no truth.” It includes:

• Entire books written by AI and uploaded to Amazon with fake author bios

• Recycled, hallucinated articles that now dominate search engine results

• AI-generated fake events on Facebook (yes, people showed up to fake fireworks)

• Ebooks flooding Hoopla and public libraries with autogenerated “nonfiction”

The Financial Times even named “slop” the word of the year for 2024.

Why It Matters for Schools

AI slop isn’t just annoying—it’s dangerous. It:

• Undermines student research

• Pollutes classroom tools with misinformation

• Creeps into school library collections and reading apps

• Makes students question whether anything online is real

It’s the next wave of pink slime journalism, and it’s coming for your curriculum.

Discussion here

https://aischoollibrarian.substack.com/p/if-i-agree-with-it-its-real-if-i?img=https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fae3266e8-4021-4d5d-9b7e-bf145a424c67_2430x1566.png&open=false

Shift the core question
From: “Is this AI?”
To: “What claim is being made, and what evidence supports it?”

Teach origin without obsession
How something is created matters, but it is not the sole determinant of credibility.

Normalize uncertainty
Not knowing how something was created is not failure. Refusing to evaluate it because of that uncertainty is.

Slow the judgment reflex
Speed benefits bias. Literacy requires pause.