GenAI Benefits and GenAI Burdens: Two Sides of the Same Coin?
Users of GenAI applications need to understand that using GenAI can lead to benefits but also introduces burdens. The benefits and the burdens are two sides of the same coin.
Read More
Users of GenAI applications need to understand that using GenAI can lead to benefits but also introduces burdens. The benefits and the burdens are two sides of the same coin.
Read More
One of the main challenges which academic librarians face when trying to develop programs and services that support AI literacy is the wide array of stances taken by institutions, and individual faculty members, when it comes to teaching with and about AI tools. These dimensions are not only applicable to students, but also to faculty, who also need help and guidance navigating the new technologies. One aspect which becomes central to this conversation is promoting the ethical use of AI tools in the academic environment. Although the topic has gathered considerable attention in recent conversations, these remain fragmented and divisive.
Read More
As artificial intelligence reshapes how we search, write, and learn, librarians are increasingly expected to help communities navigate an unfamiliar digital landscape. This article advocates for incorporating AI literacy into Library and Information Science education and introduces a new course, “AI and Libraries,” designed to prepare future-ready information professionals. It emphasizes that AI literacy is critical for promoting equitable understanding and access in an age defined by intelligent systems.
Read More
Library workers can be AI literacy leaders without using, or encouraging the use of, generative AI tools.
Read More
When AI tools collapse complex search processes into seamless responses, they can obscure uncertainty, mask gaps in understanding, and smooth over meaningful distinctions of meaning, relevance, and confidence. Users may feel informed without ever confronting the limits of their knowledge or the assumptions guiding how information is interpreted. The challenge for libraries is not just teaching people how to use AI tools, but how to think with them without surrendering judgement.
Read More
In the classic 1950s TV sitcom I Love Lucy, when Lucy did something outrageous her husband Ricky would exclaim “Lucy, you’ve got some explainin’ to do!” Typically, Lucy would come up with some sort of implausible response. Hilarity ensued. Well, it’s not the 1950s anymore but 70+ years later Large Language Models (LLMs) and AI chatbots (e.g., ChatGPT, Gemini) are doing outrageous things (hallucinations, fabrications, misinformation, and worse) and the explanations, if there are any, are just as implausible. And it isn’t funny.
Read More
Emerging technologies increasingly impact the design of and access to education. Current research in higher education and educational technology argues the benefits (e.g., time-saving, personalization, scalability) and concerns (e.g., academic integrity, accessibility, data reliability, ethics, privacy) of students using artificial intelligence in education. Though these pro and con lists may be valid and growing, a perspective is often missing from conversations about AI in education: accessibility and people with disabilities. This article first reviews the importance of understanding relevant literacies—information, digital, media, and algorithmic—and describes examples of educational technologies (EdTech) that highlight learning objectives of using and creating knowledge and content with those tools. Then, inclusive and human-centered design principles are discussed as a foundational construct to design human-centered AI and use cases for integrating AI in learning design.
Read More
Information science is well-positioned to lead and critically inform the development of theoretical and technological frameworks that support information integrity and academic integrity. If we agree with the argument that generative AI tools and technologies share such high-level facets as people, information, data, technology, and their interaction with information science, then it is our responsibility to embrace the opportunities and address the emerging informational, social, ethical, and cultural challenges.
Read More
