Document Type
Chapter
Abstract
Inviting students to dialogue about Artificial Intelligence (Al) can help to develop media and information literacy. Instead of establishing restrictive policies, we present a method for instructor-facilitated dialogues to teach students to analyze, evaluate, and interact with generative language models. This recursive inquiry process causes students to critically think about the spectrum of AI capabilities and limitations. Practicing this inquiry habit over time directs students towards intuitively questioning the Al which leads them to govern their own choices when they become rhetorically aware of emerging technologies and how it will affect their own research and writing. For instructors in higher education, the dialogue provides space to better understand how students are engaging with Al which will improve teaching pedagogies in anticipation of future innovation. This chapter provides the framework for these dialogues, along with a lesson plan that can be adapted and implemented across disciplines.
Journal/Book Title/Conference
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Publisher
Utah State University
Publication Date
2024
First Page
65
Last Page
79
Recommended Citation
Thornley, Rosa and Rosenberg, Dory, "4. Developing Media and Information Literacy Through Dialogues About AI" (2024). Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions. Paper 40.
https://digitalcommons.usu.edu/teachingai/40