AI Literacy: A Toolkit for Educators & Students: Active Learning Activities

ACRL Frame Covered: Searching as Strategic Exploration

Learning Objectives:

1. Identify Broad AI Prompts: Students will recognize when AI prompts provide broad suggestions.
2. Utilize Keywords Effectively: Students will select and use keywords generated by AI to conduct focused research.
3. Recognize AI Limitations: Students will understand the limitations of relying solely on AI-generated keywords for research.

Steps for Instructors:

1. Introduce Broad Topic: Provide students with a general topic using a collaborative word processor (e.g., fall of the Roman Empire, critical analysis of Shakespeare's The Tempest).
2. AI Keyword Generation: Instruct students to use AI to generate keywords related to the broad topic provided.
3. Narrowing the Topic: Based on the AI-generated keywords, guide students in narrowing down the topic to a suitable scope for an undergraduate paper, using AI as a resource if needed.
4. Topic Selection: Encourage students to develop up to three potential options for a narrowed research paper topic.

Steps for Students:

1. Objective Explanation: Understand that the goal is to narrow down a broad topic using AI-generated keywords.
2. Input Topic into AI: Input the given broad topic into a generative AI tool and request a list of keywords.
3. Topic Narrowing: Use the generated keywords to refine and narrow down the topic to a manageable scope for academic research. Optionally, develop two to three potential research topics.
4. Reflection and Sharing: Prepare to reflect on and share with the class how AI-generated keywords were utilized to arrive at a narrowed topic. Discuss any challenges or limitations encountered.

Detecting AI Misinformation: The Great Citation Investigation

Learning Objectives

• Analyze citations to identify potential indicators of AI-generated content
• Apply advanced search techniques and field operators to verify source authenticity

Materials Needed

• Access to library databases or Google Scholar
• Handout with three citations per group (two real, one AI-generated)
• Collaborative document for each group (e.g., Google Docs)
• Guide on advanced search techniques and field operators

Instructional Activities (45-50 minutes)

1. Divide the class into small groups of 3-4 students.
2. Provide each group with a handout containing three citations on a similar topic. Explain that one of the citations is AI-generated and their task is to identify which one.
3. Instruct students that they can only use library databases or Google Scholar for their investigation. No other search engines or websites are allowed.
4. Encourage students to use advanced search techniques and field operators (author, title, publication, etc.) to verify the authenticity of each citation.
5. As students work, circulate the room to provide guidance and answer questions.
6. After 30 minutes, have each group present their findings, explaining their detective work and reasoning for identifying the fake citation.

Debriefing and Discussion (15-20 minutes)

• Reveal the correct AI-generated citation for each group.
• Discuss the strategies students used to identify the fake citation.
• Explain why AI systems might produce false or non-existent information.
• Emphasize the importance of critical thinking and fact-checking, especially when encountering AI-generated content.

Assessment

• Observe students' use of advanced search techniques during the activity.
• Evaluate group presentations on their detective work and reasoning.
• Ask students to submit a brief reflection on their experience and key takeaways.

Additional Tips

• Provide a quick refresher on using field operators and advanced search techniques at the beginning of the lesson.
• Encourage students to consider factors beyond metadata, such as writing style, content accuracy, and source credibility.
• Remind students to document their search process in the collaborative document for later discussion.

This reworked lesson plan maintains the "detective" theme while focusing on identifying AI-generated content among real citations. It emphasizes hands-on practice with search techniques and critical thinking, aligning with your goal of teaching students how to debunk potential AI misinformation.

When evaluating any piece of information, use the following steps as a guide:

1. Zooming In (Z)
   • Read closely and critically
   • Look for spelling and grammar mistakes
   • Check for real-world examples and verify their accuracy
   • Examine publisher information for credibility
2. Other Opinions and Sources (O)
   • Are there opposing viewpoints presented or referenced?
   • Does the source cite reputable references or external links?
3. Date of Publication/Revision and Dataset (D)
   • When was the information published or last updated?
   • Is the timeliness of the information relevant to your research needs?
4. Intended Audience (I)
   • Who is the target audience for this information?
   • How might this affect the tone, language, and depth of coverage?
5. Author / Author Authority (A)
   • Who wrote the piece? What qualifies them as an expert on the topic?
   • If multiple authors are listed, consider their respective areas of expertise and potential biases.
6. Consistency (C)
   • Compare this work to others by the same author(s) to assess consistency in style, quality, and argumentation.

Bonus Tips for Detecting AI-Generated Content:

• Be wary of overly formal or stilted language
• Watch for repetitive phrasing or lack of variation in sentence structure
• Note if the text fails to provide clear context or background information
• Consider whether the arguments made seem formulaic or lack originality

------ Alternative ZODIAC-------

Zooming In (Z)
When you're looking at AI-generated content, pay close attention to the details. Does the writing sound a bit "robotic" or repetitive? Are there any strange word choices or a lack of flow between ideas? These could be signs that the content was created by a machine, rather than a human. You should also check if the content seems to be focused more on getting attention from search engines than actually providing useful information.
Other Opinions and Sources (O)
It's always a good idea to look at multiple sources and perspectives when evaluating information. This is especially true for AI-generated content, where it can be harder to spot biases or hidden agendas. Carefully examine the sources cited in the AI-generated content. Do they seem reliable and well-researched? Or do they appear to be cherry-picked to support a particular point of view?
Date of Publication or Revision (D)
The date of the content is still important, but with AI-generated information, you need to think about more than just how recent it is. Consider whether the content reflects the latest knowledge and best practices in the field. Keep in mind that AI systems may use older data to generate new content, so the information may not be as up-to-date as you think.
Intended Audience (I)
Understanding who the AI-generated content is meant for can give you valuable insights. Is it trying to inform or persuade a specific group of people? And if so, does it take their needs, interests, and perspectives into account? Knowing the intended audience can help you determine if the content is relevant and trustworthy for your own purposes.
Author / Author Authority (A)
Determining the author of AI-generated content can be tricky, since machines don't typically have bylines. But it's still important to try to figure out who or what created the content and why. Was it generated by a reputable organization, or a less reliable source? Digging deeper to understand the entity behind the content can help you assess its credibility.
Consistency (C)
Finally, look for consistency in the AI-generated content. Does the writing style, tone, and overall message remain coherent and well-supported throughout? Or are there contradictions or excessive speculation that raise red flags? Paying attention to the content's consistency can give you a good sense of its overall quality and reliability. By applying the ZODIAC mnemonic, you can develop the critical thinking skills needed to evaluate AI-generated content effectively. This will help you find the most accurate and trustworthy information to support your academic work and personal learning.

Objective: Students will be able to identify and analyze the privacy and personal data clauses of various generative AI platforms, compare and contrast their policies, and form informed opinions about which platform gives users the most control over their data.

Learning Objectives:

• Analyze AI to make informed decisions on which generative AI to use
• Articulate how AI platforms commodify personal information
• Justify ethical personal information use

Materials Needed:

• Links to the data policies of several generative AI platforms (e.g., Google Bard, Hugging Chat, ChatGPT)
• Access to computers or devices for student research
• Note-taking materials (paper/pencil or digital tools)

Procedure:

1. Introduction (5 minutes): Begin by introducing the topic of AI and personal information. Explain that many AI systems collect and use personal data from users, often without their full knowledge or consent. Ask students if they have ever noticed ads appearing based on their recent online searches or social media posts. Discuss why this might happen and how companies may use personal data for targeted advertising or other purposes.
2. Research (20-30 minutes): Divide students into small groups (3-5 members each). Provide each group with links to the data policies of several generative AI platforms. Instruct students to carefully read and examine these policies, paying close attention to the privacy and personal data clauses. As they read, encourage students to take notes and highlight important points related to user data collection, storage, sharing, and protection.
3. Comparison and Analysis (20-30 minutes): After completing their individual research, have students come back together in their groups. Guide them through comparing and contrasting the different policy provisions across the platforms. Prompt students to discuss questions like: What types of data does each platform collect? How long do they store user data? Who has access to the data, both internally and externally? Do users have options to opt out of data collection, and if so, what limitations might those choices impose on usage? Are there any notable differences between the policies? If so, what implications could these distinctions have for users and their personal information?
4. Opinion Formation (15-20 minutes): Based on their analysis, instruct students to form an opinion about which platform provides users with the most control over their data. Encourage them to support their conclusions with specific evidence drawn from the policy documents. Remind students to focus not only on whether a particular platform offers more extensive protections but also on how effectively it communicates those safeguards within its policy.
5. Reflection and Sharing (10-15 minutes): Finally, ask volunteers to share their findings and opinions with the class. Facilitate a whole-group discussion around the similarities and differences observed among the policies and the potential consequences for users. Conclude by summarizing the importance of understanding AI data practices and encouraging students to remain vigilant about protecting their own personal information online.