AI Literacy in the Age of ChatGPT

Thinking about ChatGPT as a pedagogy problem, rather than a plagiarism problem, is a way to approach our teaching generatively.

Scaffolding mitigates library anxiety, imposter syndrome, and accidental plagiarism.

Rather than assigning a big, summative paper or project at the end of the course, breaking it up into stages with student reflection reinforces original work and a growth mindset that can reduce the perceived need for students using a tool such as ChatGPT.

Our liaison librarians can help: Set up an instruction consultation.

Start with the UA Generative AI Syllabus Guidelines, August 2023 - PDF

• Artificial Intelligence at the University of Arizona 
  A site to bring together information from the AI working groups around campus.
• Artificial Intelligence in Teaching and Learning - UCATT
• Teaching in a World with AI: Coalition of Writing Statement on AI Writing (PDF) University of Arizona Center for Assessment, Teaching, and Technology
• Offerings related to AI and teaching - Faculty Learning Communities (scroll down on page)

For a list of more AI tools, see AI Tools Landscape by Carlos Lizarraga-Celaya.

meta(LAB) at Harvard - The AI Pedagogy Project 
A collection of assignments and materials for educators curious about how AI affects their students and their syllabi.

Integrating Generative AI in Teaching and Learning: Faculty approaches across Barnard
Faculty across disciplines provide a glimpse into their approaches.

Critical Thinking with AI: Two Approaches 
"How can we use AI to foster rather than replace critical thinking? The answer may lie in providing worked examples demonstrating the steps taken in the critical thinking process, using AI not as an answer tool but as a process tool."

Ethan Mollick, Wharton School at Univ. of Pennsylvania.
From his newsletter:

• 15 Times to use AI, and 5 Not to
• Post-apocalyptic education

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