Artificial Intelligence (AI)

This page provides resources for instructors interested in engaging their students with generative AI as part of the research process. Exploring generative AI tools as part of the research process provides an opportunity to teach students how to think critically about information and the tools we use to discover and create it, which is fundamental to both information literacy and AI literacy.

1. Consider your goals and how much time you want to devote to teaching with/about AI. Oregon State University’s AI Decision Tree is helpful.
2. Consider FERPA and privacy considerations. Review Requiring Generative AI in the Classroom from UT’s Office of Academic Technology.
3. Use licensed UT Tools, such as Microsoft CoPilot, to mitigate some FERPA and privacy concerns.
4. Be clear with your students about what is and is not allowed, and how they should cite and document their use of AI. The Academic Integrity & Citation page of this guide is helpful.
5. If you choose to allow AI usage in your course, consider asking students to research ethical, environmental or privacy considerations related to artificial intelligence and propose, based on their research and personal ethics, how they want to use it.

• Students use Microsoft CoPilot to brainstorm a research topic. They then test that research topic by searching for appropriate sources for their information need (news, scholarly articles, etc.) on the Web or using library databases.
• Students use Microsoft CoPilot to brainstorm search terms and then use those terms to find sources in library databases.
• Ask students to engage with a generative AI chatbot of their choice. Give them all a specific prompt to use, regardless of what tool they choose to use. Ask them to evaluate the results based on the questions on the Evaluating AI Tools and Output page of this guide. Use this as a basis for discussion about the benefits and drawbacks of generative AI, the differences between tools, and any ethical concerns they have.
• Students use Microsoft CoPilot to generate background information on a topic. They then compare that information to what they have learned in class or what they find in a background source such as an encyclopedia. They may also reflect on what is and is not useful about the chatbot output, or correct/edit it.
• Students ask Microsoft CoPilot to generate a list of sources on a topic related to the class. They then search for those sources to determine if they are real or hallucinated, which helps students develop search skills. They may also reflect on whether the sources generated were helpful to their research - if they were real, were they specific or relevant enough? If they were hallucinations, were there elements that helped them find good sources such as journals or authors covering the topic? 
• Students use Microsoft CoPilot to develop an annotated bibliography on a course topic. They then develop their own annotated bibliography and compare the two. What was useful and what wasn’t? Were any sources hallucinated? Were annotations correct, helpful or specific enough?
• Students use a literature search visualization tool such as Research Rabbit to discover new scholarship and understand connections between scholars and how research develops over time, known as the “scholarly conversation.”

Information Literacy and AI:

• Association of College and Research Libaries Information Literacy Sandbox - search for "artificial intelligence"
• FIU Libraries’ Artificial Intelligence and ACRL Framework
• Harnessing Pandora’s Box from Miami U of Ohio librarians 
• University of Maryland AI and Information Literacy Canvas Module

AI Literacy:

• Stanford CRAFT AI Literacy Resources (designed for HS students but applicable to lower division undergraduates and newer researchers)
• MetaLAB at Harvard AI Pedagogy Project