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Saturday, November 23, 2024

Understanding Generative AI: Implications for Academic Integrity and Citation

Ethical and Productive—Considering Generative Artificial Intelligence Citation Across Learning and Research



Introduction

  • Host: Daniel Pfeiffer from Choice and LibTech Insights.
  • Speakers:
    • Kari Weaver: Learning, Teaching, and Instructional Design Librarian at the University of Waterloo.
    • Antonio Muñoz Gómez: Digital Scholarship Librarian at the University of Waterloo.
  • Context: Discussion on ethical considerations and citation practices for generative AI tools like ChatGPT in academia.

Acknowledgment of Land

  • Recognition of the traditional territories where the University of Waterloo is situated.
  • Reflection on how citation practices are influenced by colonial approaches to knowledge ownership.

Background of the Project

  • Campus Context:
    • Research-intensive university with over 42,000 students.
    • Home to the Waterloo Artificial Intelligence Institute.
  • Emergence of Generative AI:
    • Open availability of tools like ChatGPT sparked campus-wide discussions.
    • Initial focus on AI's impact on teaching, learning, and academic integrity.

Focus on Citation Practices

  • Purpose of Citation:
    • Creates an information trail and establishes academic connections.
    • Provides standardization and consistency in student assignments.
    • Supports academic integrity through transparency.
  • Challenges with AI-generated Content:
    • Difficulty in citing AI-generated outputs.
    • Lack of initial guidance from traditional citation styles.
    • Need for practical solutions for students and faculty.

Ethical Dimensions

  • Academic Integrity Concerns:
    • Fear of students using AI to cheat on assignments.
    • Issues with AI detection software misidentifying non-native English speakers.
  • Power Dynamics:
    • Discrepancy in the use of AI tools between students and instructors.
    • Data privacy concerns when student work is uploaded to detection software.
  • Reproducibility and Accountability:
    • AI outputs are inconsistent; same prompts yield different results.
    • Challenges in preserving AI-generated content for verification.

Citation in Research vs. Learning Contexts

  • Research Context:
    • AI tools generally not allowed as authors in publications.
    • AI-generated images discouraged due to reliability concerns.
    • Disclosure of AI use required in methodology sections.
  • Learning Context:
    • Adaptation of citation practices to include AI tools.
    • Encouragement for students to be transparent about AI use.

Development of Resources

  • Initial Outputs:
    • Created a LibGuide on ChatGPT and generative AI.
    • Developed infographics and annotated prompts illustrating citation practices.
  • Ongoing Work:
    • Updating resources to include guidance on citing AI-generated images and videos.
    • Exploring AI tools for literature reviews and knowledge synthesis.
  • Campus Collaboration:
    • Formed a campus-wide committee with diverse representation.
    • Contributed to faculty programming and standardized syllabus language.
    • Supported resource development in partnership with other academic units.

Library Initiatives

  • Internal Exploration:
    • Monthly sessions on AI tools like Whisper for transcription.
    • Workshops on AI and machine learning in academic libraries.
  • Interest Groups and Bibliographies:
    • Formed an interest group on AI within the library.
    • Created a Zotero bibliography with curated readings on AI topics.
  • Future Directions:
    • Participation in provincial and federal AI initiatives for academic libraries.

Q&A Session Highlights

  • Use of AI in Professional Practice:
    • Librarians using AI tools for brainstorming and instructional design.
  • Access to Paywalled Content:
    • AI tools generally cannot access content behind paywalls unless provided by the user.
  • Guidance on AI Use in Assignments:
    • Importance of transparency and attribution when students use AI for brainstorming or editing.
    • Encouragement for faculty to discuss AI expectations with students.
  • Ethical Considerations:
    • Need to address citation as a colonial practice and explore decolonized approaches.
    • Challenges with integrated AI features in tools and implications for citation.
  • Institutional Policies:
    • University of Waterloo currently has no formal policy on AI use.
    • Emphasis on ongoing conversations and collaborative efforts to address AI's impact.

Conclusion

  • Recognition of the complexities and rapid development of AI technologies.
  • Importance of grappling with ethical, practical, and pedagogical implications.
  • Encouragement for open dialogue between faculty, students, and librarians.
  • Acknowledgment of the need for adaptable approaches rather than rigid policies.

Note: This summary captures key points from a presentation discussing the ethical considerations and citation practices related to the use of generative AI tools in academic learning and research contexts.

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