SUNY Libraries AI Resource Guide for Faculty and Administrators

Abstract:
In the spring of 2024, the Alfred University Libraries arranged a trial subscription to Keenious, an artificial intelligence (AI)-powered search tool. As part of the trial, we decided to introduce Keenious in a small number of classes and to ask students and faculty for feedback. Most of us were just beginning to learn about AI and felt some trepidation about this process. In retrospect, it provided an important opportunity to gain experience with an AI-powered research tool and to begin conversation with students and faculty about AI. While many of us were initially skeptical about Keenious, feedback from students led us to support a library subscription. We will share our experience with taking a 'tool-centered' approach to introducing AI concepts, and some of the feedback we received from students and faculty. We will engage the audience through a hands-on demonstration of Keenious and activities that invite participants to reflect on the value of AI tools for academic work.

Abstract:
Beginning in Fall 2024, all new students were required to participate in a one-credit First Year Experience (FYE) course, which designates one week for library content. In addition to introducing students to the Library, librarians were also tasked with addressing AI. Because this course had 70+ sections, it was not possible for librarians to personally teach each of these classes. Further, the majority of these sections were not held in classrooms with computers, limiting possibilities for hands-on activities. To tackle these issues, a librarian designed a lesson to be taught by FYE instructors, including (1) a presentation about genAI basics and genAI’s relationship to plagiarism, copyright, and information literacy (2) a summary handout of these concepts, and (3) a group activity where students used information literacy skills to evaluate a ChatGPT response. In the activity, students were provided with handouts of a ChatGPT prompt and response, along with questions such as “who is the author?” and “does this response include evidence to support its claims?” This lesson provided instructors with talking points for discussion which underscored the importance of applying information literacy skills to genAI use.