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
Recommended Citation
Reagan, Kevin and Randtke, Wilhelmina, "AI Misinformation Detection: An Active Learning Activity for the Information Literacy Classroom" (2024). Teaching and Learning with AI Conference Presentations. 80.
https://stars.library.ucf.edu/teachwithai/2024/tuesday/80
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.