Facebook Twitter Linkedin
Sign in
Sign In

Academia

FeaturedOpinion
Yanling Liu

What Happens When Research Starts with an Answer?

Have you ever asked ChatGPT a question just to get a quick answer? You’re not alone. Millions of people now turn to AI assistants before opening Google, visiting a website, or asking a librarian for help. College students are no different. Instead of beginning a research assignment by searching for books, articles, or websites, many now begin by asking a generative AI assistant a question and receiving a polished response within seconds. It feels much faster and easier. Yet this seemingly simple shift raises an important question: if research increasingly starts with an answer instead of a search, how do learners move from information to understanding?

Read More
EducationOriginal
Azeez Adeoye

Fear, Concern, and Collapse of Artificial Intelligence Tools: Perspectives of an Academia

Technology is not a bad invention, but the inability to be human after its adoption and use is what is challenging human existence. Young adults see technology as demi-gods and adore AI without employing critical thinking. Despite their digital nativeness, there is a lack of skills to critically interrogate AI tools and decipher their output or results. Many young adults do not know that AI is prone to error, stemming from the large language models (LLM) upon which it operates. Therefore, there is a greater need for critical digital literacy skills — now more than ever.

Read More
Original
Andrew M. Cox

Academic Libraries in Northern England Support Mental Health and Wellbeing

Academic Libraries North is sharing resources about how libraries can support mental health and wellbeing, including case studies based on experience. ALN is a consortium of 33 higher education libraries in the north of England in the United Kingdom. Through collaborative activities and mutual support, they provide opportunities for their members in the exchange of knowledge and experience.

Read More
Translation
Keren Dali

The Inclusion of Disabled and Neurodiverse Ph.D. Students: Embracing Care and Kindness

Theory- and experience-grounded contemplations about the impact of the COVID-19 global health crisis were reflected in the recent study of disabled and neurodiverse Ph.D. students in information science programs in Canada and the U.S. that we conducted. Ph.D. students present a unique demographic in academia, blending the characteristics of students, researchers, and often teachers as well. Responses from 42 participants revealed a wide range of experiences in their doctoral programs that were both pandemic-specific and transcending the pandemic period.

Read More