Author ORCID
https://orcid.org/0000-0001-9397-2850
Date of this Version
3-21-2024
Document Type
Poster
Abstract
This poster presents a comprehensive exploration of the integration of generative artificial intelligence (AI) with the Association of College and Research Libraries' Frameworks for Information Literacy. It seeks to shed light on the implications and considerations of incorporating generative AI within the framework of information literacy, focusing on key concepts such as authority, information creation, value, research as inquiry, and scholarship as conversation.
Within the context of generative AI, questions arise regarding the credibility of AI-generated information. This poster delves into the factors that influence authority in information resources and examines how generative AI compares to traditional sources of expertise. Additionally, it investigates the process of generating information through AI systems, exploring the role of background knowledge and the extent to which generative AI can mimic the inquiry process of a researcher.
The value of information is another critical aspect addressed in this study. It examines the ownership and profitability of AI-generated content, as well as the time spent on information gathering and the importance of accuracy in knowledge creation. Furthermore, it explores how generative AI can assist in refining research inquiries and suggests unique lines of inquiry, contributing to the iterative nature of research.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 2.0 License.
Recommended Citation
Jimenez, Christopher M., "Teaching AI Literacy Through Library Frameworks" (2024). Works of the FIU Libraries. 143.
https://digitalcommons.fiu.edu/glworks/143
