AI in Academic Libraries: Enhancing Student Success

Harnessing the Potential of AI Technologies to Enhance Student Success

Presented by Muhammad Hassan, Linda Saleh, and Craig Anderson

Introduction

The presenters discuss the integration of artificial intelligence (AI) technologies in academic libraries and learning commons to enhance student success. They emphasize the importance of embracing AI tools to support students in various aspects of their academic journey, from research assistance to skill development.

Understanding Artificial Intelligence

Muhammad Hassan introduces AI as a simulation of human intelligence processed by machines. He notes that while AI has become a popular topic recently, it has been around for a long time. Key applications of AI mentioned include:

• Expert systems
• Natural language processing (NLP)
• Machine vision
• Speech recognition

AI and Student Success

The presenters highlight the role of libraries and learning commons in supporting student success. Common student inquiries include:

• How to conduct research
• Finding articles and resources
• Achieving academic goals
• Accessing workshops and support services
• Improving well-being and efficiency

Muhammad emphasizes that addressing these needs is crucial for student success, and AI technologies can play a significant role in providing solutions.

Integrating AI into Workflows

The team discusses their proactive approach to incorporating AI into their institutional workflows:

• Providing workshops for faculty and students on proper AI usage
• Developing an AI policy to guide ethical and effective use
• Encouraging faculty to learn and embed AI tools in teaching
• Collecting and analyzing data using AI tools for insights on student behavior

Data Analysis and Predictive Modeling

Muhammad shares examples of how they use AI to analyze data:

• Tracking library usage, tutoring sessions, and resource access
• Using AI tools like ChatGPT to analyze large datasets quickly
• Applying predictive analysis to determine optimal library hours and resource allocation
• Creating heat maps to visualize peak usage times on their website

Challenges with Sentiment Analysis

He notes that while AI excels in processing data, it still struggles with sentiment analysis. Libraries need to ensure AI models are built with proper sentiment understanding and work towards correcting deficiencies.

Student Interactions with AI

Examples from the Learning Commons

Craig Anderson shares anecdotes illustrating how students interact with AI:

• A student used QuillBot, an AI tool, to find articles but received fabricated references. She was unaware that the articles were not real.
• ESL students used translation tools for assignments, which were flagged by AI detection software as plagiarized, leading to misunderstandings.
• A professor mistakenly accused students of cheating by using ChatGPT to confirm authorship of their papers, not realizing the tool can provide misleading affirmations.

Concerns and Misunderstandings

Students worry about being falsely accused of plagiarism due to AI tools. These examples highlight the need for proper education on AI usage and limitations.

When Not to Use AI

Muhammad addresses a question about situations where AI should not be used to ensure student success:

1. Foundational Learning: In programming courses, students should first learn to code without AI assistance to build a solid understanding.
2. Writing Skills: In writing-intensive courses, reliance on AI can hinder the development of essential writing abilities.
3. Communication Skills: In communication classes, students benefit more from interacting with peers rather than AI.

He emphasizes that AI should enhance, not replace, foundational learning and interpersonal interactions.

AI as a Supplementary Tool

Analogy with Calculators

Craig draws an analogy between AI tools and calculators in education:

• Just as calculators are introduced after students understand basic arithmetic, AI should be used after foundational skills are developed.
• AI can then serve as a tool to enhance and advance learning.

Embracing AI Literacy

Linda Saleh discusses the importance of AI literacy and how AI tools can supplement student learning in areas beyond research:

• Reading and comprehending scholarly articles
• Preparing presentations and participating in scholarly conversations
• Developing coding skills

AI Tools for Skill Development

Reading Assistance

Linda highlights AI tools that help students understand complex academic texts:

• ChatPDF: Allows students to upload PDFs and ask questions to gain better understanding.
• SciSpace: Provides access to open-access scholarly articles with a co-pilot feature for interactive learning.

Presentation and Public Speaking

AI tools can assist students in creating and delivering effective presentations:

• SlidesGo, Clipchamp, SlidesAI: Help in developing visual presentations.
• Udly: An AI tool that provides feedback on practice speeches, suggests improvements, and anticipates audience questions.

Coding Assistance

AI tools like Blackbox AI support students in learning programming by offering coding assistance and troubleshooting help.

Balancing AI Use and Critical Thinking

In response to concerns about AI potentially hindering critical thinking skills, the presenters emphasize:

• AI tools should be part of a broader set of resources available to students.
• Faculty and support services play a crucial role in ensuring students continue to develop essential skills independently.
• Teaching students how to use AI properly is vital for their success in an evolving technological landscape.

Ethical Considerations and Policy Development

The presenters acknowledge the importance of discussing the ethics of AI use in education:

• Institutions should have conversations about AI ethics at the start of each semester.
• Developing clear policies and guidelines helps prevent misuse and misunderstandings.
• Emphasizing transparency, authorship, and copyright considerations is essential.

Conclusion

The team concludes by reinforcing the potential of AI technologies to enhance student success when used appropriately. They advocate for defining what success means for students and then integrating AI tools thoughtfully to support that vision.

The Boundaries of Authorship: Can AI Be Considered an Author?

Generative AI and Authorship

Presented by Robin Kear, Academic Librarian at the University of Pittsburgh

Introduction

Robin Kear discusses the question: Can generative AI (GenAI) be an author? She explores the implications of this question, considering the rapid advancement of AI technology and its impact on authorship, creativity, and responsibility.

Can GenAI Be an Author?

Kear reflects on her concerns regarding AI's potential to become sentient or possess its own consciousness and agency. She believes that, with the current structure of generative tools, the answer is no. GenAI reacts, suggests, anticipates, and amalgamates existing content but does not create something entirely new.

AI-Generated Content and Authorship

Using an example of an image created by a human using DALL-E (an AI image generator), Kear prompts the audience to consider where authorship resides in such creations. She emphasizes the importance of understanding the human aspects of being an author and creator.

What Makes an Author?

Kear identifies four key human aspects of authorship:

1. Creativity: The idea must originate from the individual. While influenced by experiences and environments, humans create new things that didn't exist before.
2. Agency: Authors have the will to decide what to do with their ideas, choosing how, when, and what to produce.
3. Moral Responsibility: Authors are morally accountable for what they put into the world, and their work should be discoverable and attributable to them.
4. Legal Responsibility: Authors accept legal responsibility for their creations in the public and economic spheres, including the publishing industry.

Research on AI and Authorship in Academic Journals

Kear shares a research project conducted with colleague Amy Jenkins, examining how research journals are addressing AI and authorship. They analyzed top journals across various disciplines to find policies and guidance on AI authorship.

Methodology

• Used Journal Citation Reports to identify impactful journals.
• Selected top three journals in chosen categories based on impact factor.
• Searched journal and publisher websites for AI authorship policies.

Findings Based on the Four Aspects of Authorship

Creativity and Agency

• AI Cannot Be an Author: All journals agreed that an author must be a human being.
• Lack of Agency: AI does not have the ability to act independently or be accountable.
• AI in Images: Generally not permissible, especially in scientific contexts due to potential harm to scientific advancement.
• Writing Assistant vs. Data Analysis: A nuanced difference exists between using AI as a writing tool and using it for data insights, which requires disclosure.

Moral Responsibility

• Personal Accountability: Authors must be accountable for their content, hence AI cannot be an author.
• Disclosure Requirement: Use of AI tools must be disclosed, with specifics on how and where it was used.
• Publication Process: Different guidelines exist for authors, peer reviewers, and manuscript reviewers.
• Confidentiality Concerns: Public AI tools like ChatGPT should not be used for peer review due to confidentiality and proprietary rights.

Legal Responsibility

• Liability: Journals could be held liable for AI-generated content, so responsibility is shifted to the author.
• Verification: Authors are responsible for verifying the accuracy of AI-generated content, including potential errors or plagiarism.
• Ethical Breaches: Authors are liable for any breaches of publication ethics, even if AI tools were used.
• Guidance from COPE: The Committee on Publication Ethics emphasizes authors' full responsibility for their manuscripts.

Reconsidering the Role of AI in Creative Endeavors

Kear poses critical questions about how we should view AI in the context of creativity:

• Should AI be considered an assistant or helper rather than a creator?
• Can AI serve as a sounding board for ideas or help augment human creativity?
• Where is the ethical line between presenting something as one's own idea versus a technology-created idea?
• Given that AI responses are derivative, what is its usefulness in creative work?

Reflection on Automated Creativity

She references the 1982 World's Fair painting robot as an early example of automated creativity, noting that while simplistic compared to current AI, it prompts consideration of the evolving role of technology in authorship.

Further Considerations

Kear discusses additional points stemming from her findings and university discussions:

• Changing Acceptance: The use of AI in writing may become more accepted over time, potentially becoming seamless and expected.
• Reflecting Existing Challenges: AI often mirrors societal biases and existing challenges related to transparency, integrity, and accountability.
• Core Principles: The fundamental principles of research and publishing should continue to guide the use of AI in authorship.

Question and Answer Session

To What Extent Do Humans Also Derive from Other Content?

Response: Kear acknowledges that humans are influenced by their environment and existing works. In academic writing, literature reviews are essential for building upon previous research, but authors strive to contribute something new to the conversation.

At What Point Is AI Used or Not Used?

Response: She differentiates between general writing tools (like Microsoft Editor or Grammarly) and generative AI tools. While tools like Microsoft Co-Pilot are still developing, she focuses on the implications of generative AI in authorship.

If a Student Uses an AI Tool to Fully Write a Paper, Who Is the Author?

Response: Kear advises against students using AI to write entire papers. Such papers may contain inaccuracies, lack depth, and could be easily identified by instructors. Students should be cautious about relying on AI for academic work.

Future Value of Writing in Editing vs. Writing Itself

Response: Currently, the value of generative AI lies in its ability to assist rather than replace human creativity. She mentions authors using AI tools based on their own work to aid in writing, but emphasizes that AI should complement, not replace, human authorship.

Conclusion

Kear concludes by emphasizing the importance of maintaining core principles in research and publishing as AI continues to evolve. Transparency, integrity, attribution, and accountability should guide any use of AI in authorship and creative endeavors.

AI in Education: How Librarians Can Lead the Way

Navigating AI in Education through a K-12 Librarian's Lens

Presented by Delandra Seals, Teaching and Learning Librarian at the University of North Carolina at Wilmington

Introduction

Delandra Seals shares insights on integrating artificial intelligence (AI) in K-12 education from a librarian's perspective. With a background in K-12 education, special education, public libraries, and higher education, she brings a comprehensive view of how AI can enhance teaching and learning.

Understanding the Evolution of AI

AI is Not New

• AI has been gradually integrated into everyday life over the years.
• Examples include predictive text, speech-to-text, smart devices like Alexa and Siri, and self-driving cars.
• Students are already interacting with AI through various technologies.

Defining AI

• AI refers to computers programmed to perform tasks that typically require human intelligence.
• Involves algorithms, machine learning, data patterns, and predictive modeling.
• Used in applications like facial recognition, red-light cameras, and digital assistants.

AI in Education

The Potential of AI

Sal Khan, founder of Khan Academy, envisions AI as a transformative tool in education, providing personalized tutoring to every student.

Historical Disruptions in Teaching

• Technologies like calculators, search engines, and Google Translate have previously disrupted education.
• Matt Miller emphasizes that education adapts and moves forward with new technologies.

Teachers' and Students' Perspectives

• Teachers are curious about integrating AI into the classroom and concerned about academic integrity.
• Students are interested in using AI to assist with assignments and learning challenges.
• IT staff are evaluating the implications of AI on network security and educational policies.

Introducing ChatGPT and AI Tools

What is ChatGPT?

• ChatGPT is a language model developed by OpenAI.
• G: Generative – capable of generating text.
• P: Pre-trained – trained on large datasets to understand language patterns.
• T: Transformer – uses transformer architecture to process input and generate responses.

Capabilities and Limitations

• Generates human-like text based on input prompts.
• Can assist with lesson planning, idea generation, vocabulary lists, writing prompts, and feedback.
• Limitations include potential biases, inaccuracies, outdated information (knowledge cutoff), and lack of ethical judgment.
• Not designed for users under certain age thresholds due to privacy policies.

Privacy and Ethical Considerations

• Privacy policies are crucial, especially in K-12 education (FERPA considerations).
• Most AI tools are designed for users aged 13 or older.
• Educators should review privacy policies before integrating AI tools into the classroom.

Practical Applications of AI in Education

Using AI Tools

• Teachers and librarians can use AI for creating lesson plans, assessments, and instructional materials.
• Examples include generating open-ended questions, scaffolding for English Language Learners (ELLs), and drafting communications.
• AI can assist with administrative tasks like writing report card comments and responding to emails.

Prompt Engineering

• The quality of AI-generated output depends on the specificity of the input prompts.
• More detailed prompts yield more accurate and useful results.
• Example: Asking Google Gemini to generate open-ended questions about "Long Way Down" by Jason Reynolds.

Examples of AI Tools

• Google Gemini: An AI tool for generating text and ideas.
• Bing Chat: Uses GPT-4 for search and conversational responses.
• Microsoft Co-Pilot: Integrates with Microsoft Office for productivity enhancements.
• YouChat: An AI-powered search assistant that can generate code, answer questions, and assist with tasks.
• TinyWow: A tool for converting documents and media files.
• Curipod and MagicSchool AI: Generate interactive lesson plans and presentations based on standards and grade levels.
• Canva: Offers AI features for creating graphics and documents.

Addressing Plagiarism and Academic Integrity

• Tools like Turnitin and GPTZero can detect AI-generated text.
• Educators should establish policies on AI usage and plagiarism with their school communities.
• Encourage transparency and ethical use of AI among students.

Best Practices for Integrating AI

Crafting Effective Prompts

• Be clear about the context, purpose, audience, and desired outcome when writing prompts.
• Use frameworks like CRAFT (Context, Role, Audience, Format, Topic) to structure prompts.
• Example: "As an expert fourth-grade math teacher, create a lesson plan on fractions aligned with [specific standard]."

Human Oversight and Critical Thinking

• AI is a tool to assist educators, not replace them.
• Educators must review and verify AI-generated content for accuracy and bias.
• Emphasize the development of creativity, critical thinking, problem-solving, empathy, and human interaction, which AI cannot replicate.

Policy Development

• Work with school districts to develop policies regarding AI usage.
• Consider the ethical implications and establish guidelines for students and staff.
• Promote an environment where students feel comfortable discussing their use of AI tools.

Conclusion

AI offers numerous opportunities to enhance education by improving productivity, organization, and addressing learning gaps. Educators should embrace AI as a partner in the educational journey, leveraging its capabilities while maintaining human oversight and fostering essential skills in students.