This guide presents information about AI generated text and language models, how they work, how they don't. There are also resources for best practices in the classroom, and insights into AI plagiarism and detection.
Generative Artificial Intelligence (AI) refers to a branch of AI that focuses on creating models and systems capable of generating new and original content, such as images, text, music, and even entire virtual environments. Unlike traditional AI models that rely on predefined rules and patterns, generative AI models have the ability to learn from vast amounts of data and then generate new content that resembles the patterns and characteristics found in the training data. - ChatGPT
This guide provides information about artificial intelligence.
Maxwell Library guide to AI, ChatGPT, Dall-e, & LAMDA
This guide offers information to help Library users learn basic information about AI, and make choices about using AI tools in academic work.
This research guide functions as a repository of information for those interested in artificial intelligence (AI) and its impact on our society and on higher education.
This guide will discuss generative artificial intelligence tools (GAIT), such as ChatGPT, and its use in your classes at CAMP.
Artificial Intelligence (A.I.) chatbots are not new. However, more recent iterations such as ChatGPT generated headlines in the higher education community starting in late 2022 over their ability to "write" assignments for students. Many faculty raised questions surrounding plagiarism and ethics with chatbots, while others pointed out possible learning and collaborative opportunities. Some institutions (particularly K-12) took the step to block access to some chatbots from their network. Although ChatGPT garnered the most headlines, there are many competitors that are part of the chatbot landscape.
Citing the use of an Artificial Intelligence
The collection of links and articles related to ChatGPT and Artificial Intelligence (AI) on this page is intended as an informational resource.
This guide is intended to be a starting point for information on artificial intelligence, machine learning, and ChatGPT. How can these tools be used in the classroom by students or faculty?
What are the main issues that arise with using ChatGPT and AI for writing papers?
This Research Guide discusses artificial intelligence, and specifically chatbots: What they are, how they are seen in the higher-education classroom, and the academic-integrity issues arising from student use of AI tools in the classroom
Currency of Information: Information about ChatGPT and other AI tools is continuously evolving. We are doing our best to ensure this guide is accurate and up to date, and will be updating information as it emerges. Wherever possible, we've identified dates for articles and information to help users understand when the information we are using was published.
Resources on the history and ethics of AI
Welcome to the AI Research Guide!
1. A branch of computer science dealing with the simulation of intelligent behavior in computers. 2. The capability of a machine to imitate intelligent human behavior
AI is complicated to define. Vannevar Bush in 1945 defined it as “A system which amplifies people’s own knowledge and understanding.”
This resource is designed to empower both instructors and students with essential knowledge and tools for navigating the rapidly evolving landscape of artificial intelligence. Here, you'll find valuable insights into AI technologies, practical applications, and ethical considerations, all aimed at fostering a deeper understanding of AI's role in education and beyond. Whether you're an educator seeking to integrate AI into your curriculum or a student eager to enhance your skills, I hope this toolkit serves as a helpful guide on your journey toward AI literacy.
This subject guide includes information and suggested resources for beginning research on the topic of Generative Artificial Intelligence.
ChatGPT and other AI advances have the potential to revolutionize learning. The landscape is changing rapidly; this page will continue to reflect ongoing developments in the world of ChatGPT and other AI products as they intersect with higher education
Guide of resources and strategies for handling ChatGPT and other AI in the classroom.
What is ChatGPT? ChatGPT from OpenAI is a tool built large language models and "is fine-tuned .... with both supervised and reinforcement learning techniques."
The Levy Library + Instructional Technology Group is your partner in utilizing AI in teaching and learning. To help all of us keep up with the ever-changing world of AI, we've created this guide to connect faculty, staff, students, and researchers with resources in and outside of the library to support your needs in conducting, facilitating and overseeing the use of artificial intelligence.
In this research guide, you will discover the inner workings of generative AI language models such as ChatGPT. You'll also gain insight into the history of AI, plagiarism, benefits and limitations of using AI, and how to use generative AI in the classroom
Use this guide to access different AI platforms in the context of disciplines. It was created to support the following event in Spring 2023: A Campus Conversation about ChatGPT.
Find resources on ChatGPT and Artificial Intelligence
Artificial Intelligence (AI) impacts all fields of study and is not subject specific. This guide is here to support research and learning involving Artificial Intelligence.
This guide accompanies MLS continuing education opportunities about generative artificial intelligence.
This McGill Library guide is here to support your research journey in all things Artificial Intelligence. We recognize that in today's world AI isn't just limited to specific disciplines, this technology has impacts across the entire academic spectrum.
As the dynamic landscape of generative artificial intelligence (AI) continues to evolve, the application of these tools in academia grows. In the context of research and coursework, it is important to verify the appropriateness of AI use with your instructors prior to integrating these tools into your assignments. Using generative AI when its use has not been explicitly permitted by your instructor may constitute a violation of McMaster’s academic integrity policy. We encourage you to familiarize yourself with the provisional guidelines about the use of generative AI in teaching and learning at McMaster University. Unless otherwise stated in your course outline or syllabus, you should assume that the use of generative AI is prohibited. If your instructor has approved the use of generative AI in your course, then this guide can help you with citing AI-generated content.
This is a selected list of text- and image-generating AI tools, ideas for creating prompts, and detectors for AI-created text.
Generative AI has the potential to radically transform how people learn and conduct work. This resource provides information and suggestions on how to integrate generative AI into your teaching while maximizing its potential and minimizing the risks.
This topic guide is for the faculty at Northeast Lakeview College (NLC). Here you will find a continuous list of books, articles, and webinars that discuss the use and impact of artificial intelligence (AI) applications in higher education. For faculty who are interested in using AI in their courses, these resources can help you set policy, student expectations, and expected outcomes from the use of AI in the classroom.
A guide introducing artificial intelligence as it applies to healthcare
Understanding LLMs (e.g., ChatGPT) and the concept, use, and ethics of Generative AI tools and platforms.
A growing guide on the latest in data-driven research and emerging technologies at the intersection of society, information and technology.
Resources and information about generative AI including ChatGPT
Provides a general introduction to generative AI tools, a breakdown of the ethical considerations for using these tools, resources for faculty and students on how to use these tools responsibly, and guidelines for citing the use of AI tools in MLA, APA, and Chicago styles. This resource will be updated frequently as the nature of generative AI tools continues to evolve and we are including links to relevant news stories.
NOTE: Artificial intelligence and tools like ChatGPT are developing technologies. This resource addresses a quickly changing field and will continue to be updated as new generative AI resources, research, and ideas are published.
This research guide provides definition, information, and resources for students to understand the basics of generative AI and ChatGPT including concerns, limitations, and opportunities.
This guide will give faculty an understanding of the capabilities of AI and how they can incorporate it into their curriculum if they so choose.
There are many different AI tools available, including multiple large language models (LLM). On this guide, we are largely focused on ChatGPT. We chose this focus so that we can provide specific examples of how to leverage a LLM.
A guide to the various artificial intelligence (AI) algorithms that use deep learning techniques and massively large data sets to understand, summarize, generate and predict new content.
The librarians at the Madigan Library have developed this resource page to help faculty learn about generative AI tools like ChatGPT, their capabilities, and how they can plan their teaching in consideration of the emergence of these tools. Because of the constant evolution of generative AI tools, this site will be updated as-needed to reflect those changes.
Artificial Intelligence (AI) is a branch of computer science which creates systems that can produce intelligence to solve various problems. These systems are either trained through rules inputted by a programmer or through machine learning, where the system creates its own rules while processing data. ChatGPT is an AI chatbot built on a large language model. It has been trained on a large body of written text to provide human-like responses to users' questions. This guide explores the development and cultural impact of artificial intelligence, and how ChatGPT in particular might affect higher education
This guide collects resources on artificial intelligence (AI) in higher education to benefit students, faculty, and staff at SHSU.
This guide is being created in response to ChatGPT being brought to the public in November of 2022. As this has become a hot topic for educators we hope to help you understand it and learn how to work with it. With that said, this is a work in progress and will continue to be added to and improved as time goes on.
Resources on ChatGPT for faculty
This guide serves as an educational tool and reference page for faculty members to learn more about ChatGPT and the Emerging AI trends relevant to teaching, curriculum, and credibility. This resource is a continuing guide that will be updated regularly.
This guide provides a starting place for SLCC faculty, staff, and students to learn how generative AI intersects with information literacy and how to use it responsibly.
Introduction to AI, AI resources, news and ways in which SUNY is exploring this technology.
Selected AI-Based Literature Review Tools
A Collection of AI-Related Writing and Research Tools and Bots Co-Owned and Co-Curated by Brian Quinn and Erin Burns
This guide will direct you to more information about Generative AI. It will be updated and may change according to Tulsa Community College's needs.
Libraries were not among the earliest adopters of artificial intelligence (AI), but more are increasingly using the technology in various ways. Librarians have found it can improve people’s experience and make their jobs a bit easier. What changes has AI made so far?
The development of innovative technology has reshaped the way we consume, access, process, and distribute information. Academic and research libraries are adopting new technology, searching to improve their services and competitive advantage. Artificial intelligence has been a major force driving this change, and in this article we are going to answer: how is AI shaping the world of libraries and researchers?
The librarians interviewed for LJ's April 2024 feature on artificial intelligence (AI) and academic libraries have written and posted a variety of papers, LibGuides, and other content to help instructors and students better understand and utilize AI tools such as ChatGPT. Check out a variety of resources from the University of Arizona Libraries ranging from LibGuides to guidelines for syllabus statements about generative AI; “AI in the Classroom,” a LibGuide for Eastern Florida State College; and “Evaluating AI Literacy in Academic Libraries,” by Leo S. Lo, dean/professor at the University of New Mexico’s College of University Libraries and Learning Sciences.
Chatbots: Pity the chatbot. The derided “computer says no” tool that seemed to be known more for blocking direct human interaction with shops, banks, airlines, and insurance companies has finally found affection, and an extraordinary amount of free publicity, via OpenAI’s ChatGPT.
Academic librarians are helping both students and instructors navigate the rapidly evolving field of artificial intelligence.
Should educators embrace AI technologies, which can save time completing mundane tasks and potentially expose new ideas to share and explore? Should they ban them completely for fear of promoting cheating and diminishing critical thinking skills and originality? Or, something in between?
Digital transformation is critical to make our ambitious and bold vision for the libraries, Knowledge for all, a reality. Our Libraries serve our university community, which embraces around 38,000 students and thousands of academic staff. Embracing digital approaches in the libraries could deliver efficiencies and augment and improve the support the library provides as part of university experience. The Artificial Intelligence (AI) in Libraries Project is one of the steps we are taking under the Digital Futures theme to achieve our vision.
Artificial intelligence (AI) is powerful, complex, ubiquitous, often opaque, sometimes invisible, and increasingly consequential in our everyday lives. Navigating the effects of AI as well as utilizing it in a responsible way requires a level of awareness, understanding, and skill that is not provided by current digital literacy or information literacy regimes. Algorithmic literacy addresses these gaps. In arguing for a role for libraries in algorithmic literacy, the authors provide a working definition, a pressing need, a pedagogical strategy, and two specific contributions that are unique to libraries.
Artificial intelligence (AI) is one of the emerging technologies of this time. AI is a widely used technology in library services that can transform the best services in the age of information technology. This paper aims to highlight the use of AI in library operations. Several research has been undertaken on this subject, but that only address a few applications. AI and libraries have a substantial nexus; nevertheless, the use and awareness of AI in library services are still creating question marks addressed in this paper. This study will help the policy stakeholder, librarians and scholars in the field to address these issues before the deployment of AI in library services.
The Association of Research Libraries (ARL) and the Coalition for Networked Information (CNI) have chosen to apply scenario planning to imagine a future influenced by artificial intelligence (AI) and to explore the range of uncertainty associated with AI in the research and knowledge ecosystem. The scenarios were developed through a highly consultative process leveraging the expertise of the ARL/CNI Joint Task Force on Scenario Planning for AI/ML Futures and the ARL and CNI communities and facilitated by Stratus, LLC. The strategic focus and critical uncertainties highlighted in the scenarios were identified through extensive stakeholder engagement with the ARL and CNI membership during the winter of 2023 and spring of 2024 and involved over 300 people. Input was provided through focus groups, workshops, and one-on-one interviews.
AI writing can mimic style, but it cannot mimic substance yet. The release of a powerful, free and easy-to-use large language model platform, Open AI’s ChatGPT, raises interesting questions about the future of writing in higher education. As the Undergraduate Success Librarian, I have a unique perspective on generative AI, like ChatGPT, that I want to share along with some advice for instructors and students on adapting to AI’s presence in higher education.
Customer service employees are generally advised to express positive emotion during their interactions with customers. The rise and maturity of artificial intelligence (AI)–powered conversational agents, also known as chatbots, beg the question: should AI agents be equipped with the ability to express positive emotion during customer service interactions? This research explores how, when, and why an AI agent’s expression of positive emotion affects customers’ service evaluations.
The aim of the paper is to define Artificial Intelligence (AI) for librarians by examining general definitions of AI, analysing the umbrella of technologies that make up AI, defining types of use case by area of library operation, and then reflecting on the implications for the profession, including from an equality, diversity and inclusion perspective.
This survey investigates artificial intelligence (AI) literacy among academic library employees, predominantly in the United States, with a total of 760 respondents. The findings reveal a moderate self-rated understanding of AI concepts, limited hands-on experience with AI tools, and notable gaps in discussing ethical implications and collaborating on AI projects. Despite recognizing the benefits, readiness for implementation appears low among participants. Respondents emphasize the need for comprehensive training and the establishment of ethical guidelines. The study proposes a framework defining core components of AI literacy tailored for libraries. The results offer insights to guide professional development and policy formulation as libraries increasingly integrate AI into their services and operations.
As an industry and as a profession, we have seen our fair share of dramatic changes, from bibliographic databases going online and the development of CD-ROM-based products to the arrival of the internet, the rise of Google, and the role that social media plays in our day-to-day and professional lives. Every single one of those changes has brought with it an opportunity for us, as professionals, to change the way we work and to aid and assist our patrons in different and exciting ways. Now, we have another such example in the form of AI tools, specifically those that will affect and change internet search but that also impact a wider spectrum outside of search.
This article provides an analysis of the U.S. Department of Education's report on Artificial Intelligence (AI) and its implications for academic libraries. It delves into the report's key points, including the importance of AI literacy, the need for educator involvement in AI design and implementation, and the necessity of preparing for AIrelated issues. The author discusses how these points impact academic libraries and offers actionable recommendations for library leaders. It emphasizes the need for libraries to promote AI literacy, involve librarians in AI implementation, develop guidelines for AI use, prepare for AI issues, and collaborate with other stakeholders. The article concludes with a call to action for academic libraries to take a proactive approach to AI, ensuring its effective, ethical, and responsible use in library services and operations. This analysis serves as a roadmap for academic libraries navigating the evolving landscape of AI in education.
Librarians are indispensable in shaping a future where AI-generated information is not only abundant but also credible, reliable, and accessible to all.
What questions are library users asking about generative AI and how can we be prepared to answer them? To help with that, we’ve drafted sample questions and answers about ChatGPT and similar tools.
The research process has always involved collaboration, from brainstorming sessions to writing groups. Researchers rely on their peers for direction, encouragement, and insight. What if the collaborator was not human? What if the partner were a machine? This was the question I pondered as I started my most recent research project. As an academic librarian, I’ve always been interested in discovering innovative ways to assist researchers. As soon as I learned that AI assistants could help researchers in their work, I knew I had to give it a shot. And so, I began working with ChatGPT, a powerful generative AI tool.
The rise of ChatGPT and other AI programs has borne witness to a burgeoning set of ethical and informational concerns about AI. Recently, some scientists and tech industry leaders published an open letter pleading for the halt of AI development until human infrastructure can better absorb it. Many are already working toward laying this groundwork by developing a set of tools and skills known as “AI literacy.”
Today’s artificial intelligence, specifically generative AI, uses technologies such as machine learning, large language models, and massive datasets to create human-like content such as writing, images, code, and complex problem solving in fields like medicine and mathematics.
How do we stay on the correct side of the curve? How can we anticipate a product’s lifecycle, so we suddenly don’t lose support for it? More importantly, which type of technology will push through hype cycles Even AI faces its own hype cycle, as discussions shift toward ethical concerns and data accuracy.
This paper aims to detail how a university library developed an AI chatbot to meet a growing need for virtual reference services. This chatbot was developed using Google's free Dialogflow bot platform and embedded in the library's website. With the onset of COVID-19 and a greater reliance on virtual services, chatbots have become of increasing interest to libraries as a tool to provide enhanced services during non-staffed hours and to perform basic information triage when virtual chat transactions reach an overwhelming number of available staff
Digital transformation is critical to make our ambitious and bold vision for the libraries, Knowledge for all, a reality. Our Libraries serve our university community, which embraces around 38,000 students and thousands of academic staff. Embracing digital approaches in the libraries could deliver efficiencies and augment and improve the support the library provides as part of university experience. The Artificial Intelligence (AI) in Libraries Project is one of the steps we are taking under the Digital Futures theme to achieve our vision.
The U.S. Department of Education (Department) is committed to supporting the use of technology to improve teaching and learning and to support innovation throughout educational systems. This report addresses the clear need for sharing knowledge and developing policies for “Artificial Intelligence,” a rapidly advancing class of foundational capabilities which are increasingly embedded in all types of educational technology systems and are also available to the public. We will consider “educational technology” (edtech) to include both (a) technologies specifically designed for educational use, as well as (b) general technologies that are widely used in educational settings. Recommendations in this report seek to engage teachers, educational leaders, policy makers, researchers, and educational technology innovators and providers as they work together on pressing policy issues that arise as Artificial Intelligence (AI) is used in education.
Artificial intelligence (AI) offers a promising solution to expedite various phases of the systematic review process such as screening.
This article discusses about the importance of web-based information literacy systems in the era of the industrial revolution 4.0. This era was built on the integration of intellectual (artificial intelligence) with the physical world by opening unlimited space and opportunities for humans to access information and interact virtually fast and easily and very low cost.
Further help can be obtained via a number of different methods: