AI Misinformation Detection: An Active Learning Activity for the Information Literacy Classroom

Alternative Title

Artificial Intelligence (AI) Misinformation Detection: An Active Learning Activity for the Information Literacy Classroom

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2024 : Orlando, Fla.)

Location

Mangrove

Start Date

23-7-2024 1:30 PM

End Date

23-7-2024 2:30 PM

Publisher

University of Central Florida Libraries

Keywords:

AI hallucinations; Information literacy; Active learning; Curriculum development; Source evaluation

Subjects

Information literacy--Study and teaching (Higher); Artificial intelligence--Study and teaching; Information literacy; Artificial intelligence--Educational applications; Media literacy--Study and teaching

Description

The ACRL Framework for Information Literacy in Higher Education – a curriculum for academic librarians – was a response to voluminous, unreliable information. Furthermore, existing lesson plans for teaching the ACRL Framework are transferable to teaching research and AI in a world where AI creates and hallucinates information. By situating the ACRL Framework into the context of recent information literacy history, the authors will situate AI hallucinations into a larger discourse and provide a hands-on approach to teaching students what hallucinations are, as well as how to ascertain a source’s reality and provenance.

Language

eng

Type

Presentation

Rights Statement

All Rights Reserved

Audience

Librarians, Faculty, Students

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Jul 23rd, 1:30 PM Jul 23rd, 2:30 PM

AI Misinformation Detection: An Active Learning Activity for the Information Literacy Classroom

Mangrove

The ACRL Framework for Information Literacy in Higher Education – a curriculum for academic librarians – was a response to voluminous, unreliable information. Furthermore, existing lesson plans for teaching the ACRL Framework are transferable to teaching research and AI in a world where AI creates and hallucinates information. By situating the ACRL Framework into the context of recent information literacy history, the authors will situate AI hallucinations into a larger discourse and provide a hands-on approach to teaching students what hallucinations are, as well as how to ascertain a source’s reality and provenance.

Accessibility Statement

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