As artificial intelligence (AI) redefines what's possible in higher education, York University librarians Ted Belke and Sophie Bury, in partnership with academic integrity specialist Angela Clark, are proactively educating students on the effective and responsible use of AI tools by developing resources to help them integrate AI into their learning, while also strengthening their information and digital literacy skills.
Students face growing challenges in understanding how to uphold academic integrity in a climate where the boundaries between the acceptable use of AI and potential misuse are becoming less clear.
"As AI becomes further integrated into higher education, our goal is to empower students to use it responsibly, preparing them for futures defined by continuous growth and innovation," says Clark.
Sheril Hook, the Libraries' associate dean of teaching and learning, explains the specific role she sees the Libraries playing in this domain. "As information professionals, a key role is collaborating with faculty to teach students to identify bias in information," she says. "This includes examining how information is published, described and retrieved, as well as understanding how these factors shape our use of AI tools which are designed to retrieve information."
One strategy being used to tackle academia's AI challenge is incorporating guidance on appropriate AI use into the Academic Integrity Module within the Student Papers & Academic Research Kit (SPARK), an online tool designed to help students with their academic writing assignments. The module has been updated to align with York's new Academic Conduct Policy. It now includes information about appropriate AI use, clear descriptions of academic misconduct and strategies to avoid it, along with links to additional resources. An updated quiz based on the module is also available.
To support transparency in AI use, expanded citation resources have also been made available, including updates to SPARK's Creating Bibliographies Module. This module now features a new section on citing AI tools, along with revised overviews of APA, Chicago and MLA writing styles that incorporate generative AI examples. Additional guidance is available in the the Artificial Intelligence Tools section of the Citing Your Work Guide.
More resources for students include online guides such as Using Generative AI to do Research, which helps students learn about AI-based tools that can assist with research tasks and basic prompting strategies. This guide contains introductory information on the benefits and limitations of using AI tools for research, as well as applicable York policy guidelines. The Artificial Intelligence Research Guide offers a starting point for navigating library databases, journals and books on a wide range of AI topics.
For students who prefer to learn in person, new workshops are being offered by the Libraries. "Navigating Academic Integrity: Citing and Ethical Considerations in the Age of ChatGPT" covers topics like academic integrity, copyright and privacy, as well as providing strategies for responsible AI use, including the critical evaluation of AI output and proper citation practices. The workshop emphasizes the importance of developing creativity, problem-solving and critical thinking skills, empowering students to navigate AI in ways that align with guidelines and enrich their learning.
Led by Bury and Belke, another workshop on offer is "Using Generative AI for Research Assignments and Projects," which brings together traditional research methods with emerging AI technologies such as Perplexity, ChatGPT, Semantic Scholar and Research Rabbit. The workshop introduces key AI concepts, including prompt design and potential pitfalls such as the generation of hallucinations and false or misleading information. Hands-on activities and reflective exercises examine areas where generative AI can enhance the research process and identify its limitations.
"By taking a balanced approach, we hope to highlight that while generative AI can be an incredibly useful tool, it may actually hinder your work in some cases," says Belke. "Understanding this nuance is key to effectively using AI for research projects."
The York University Libraries have also begun embedding AI education into course-based information literacy classes in collaboration with course instructors.
Earlier this term, Luz Puentes Jacome integrated AI instruction into her graduate Biotechnology course at York's Markham Campus with a guest lecture from Belke to teach students about the use of generative AI for research and literature reviews. "Students will directly apply what they learned in class in their final group project," she said.
Similarly, Kris Joseph, director of digital scholarship infrastructure at the Libraries was asked to present a workshop as part of Lisa Sloniowski s graduate-level English course, Literary Research Methods, involving aspects of algorithmic literacy and machine learning in the context of text analysis. Joseph observed that "students are able to think critically about these technologies once they can look under the hood and examine how they parse and process information."
The York University Libraries are helping to bridge the gap between academic learning and real-world, professional skills by exposing students to AI applications within their specific disciplines. By teaching them how to leverage these tools effectively, setting standards and fostering critical thinking around AI's capabilities and limitations, York University students are empowered to stay informed about this technology and use it responsibly.
This story was originally featured in YFile, York University's community newsletter.
