Information and Learning Sciences最新文献_第2页

Exploring generative AI literacy in higher education: student adoption, interaction, evaluation and ethical perceptions 探索高等教育中的生成式人工智能素养：学生的采用、互动、评价和伦理观念

Information and Learning Sciences Pub Date : 2024-07-05 DOI: 10.1108/ils-10-2023-0160

Kong Chen, April C. Tallant, Ian Selig

{"title":"Exploring generative AI literacy in higher education: student adoption, interaction, evaluation and ethical perceptions","authors":"Kong Chen, April C. Tallant, Ian Selig","doi":"10.1108/ils-10-2023-0160","DOIUrl":"https://doi.org/10.1108/ils-10-2023-0160","url":null,"abstract":"Purpose\u0000Current knowledge and research on students’ utilization and interaction with generative artificial intelligence (AI) tools in their academic work is limited. This study aims to investigate students’ engagement with these tools.\u0000\u0000Design/methodology/approach\u0000This research used survey-based research to investigate generative AI literacy (utilization, interaction, evaluation of output and ethics) among students enrolled in a four-year public university in the southeastern USA. This article focuses on the respondents who have used generative AI (218; 47.2%).\u0000\u0000Findings\u0000Most respondents used generative AI to generate ideas for papers, projects or assignments, and they also used AI to assist with their original ideas. Despite their use of AI assistance, most students were critical of generative AI output, and this mindset was reflected in their reported interactions with ChatGPT. Respondents expressed a need for explicit guidance from course syllabi and university policies regarding generative AI’s ethical and appropriate use.\u0000\u0000Originality/value\u0000Literature related to generative AI use in higher education specific to ChatGPT is predominantly from educators’ viewpoints. This study provides empirical evidence about how university students report using generative AI in the context of generative AI literacy.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141675553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of key actors in relation to discourse in a microblogging hashtag stream 关键参与者在微博标签流话语中的作用

Information and Learning Sciences Pub Date : 2024-07-05 DOI: 10.1108/ils-10-2023-0135

Priya Sharma, Jose Sandoval-Llanos, Daniel Foster, Melanie J Miller Foster

{"title":"The role of key actors in relation to discourse in a microblogging hashtag stream","authors":"Priya Sharma, Jose Sandoval-Llanos, Daniel Foster, Melanie J Miller Foster","doi":"10.1108/ils-10-2023-0135","DOIUrl":"https://doi.org/10.1108/ils-10-2023-0135","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the role of key network actors in relation to the discourse structure of a microblogging hashtag stream within a global agricultural educators’ conference over two years. Prior work in online networks suggests that participation is dominated by highly active members, and in this study, the authors focus on examining what types of discourse are shared and reshared by key actors.\u0000\u0000\u0000Design/methodology/approach\u0000The authors used a combination of social network analyses and qualitative discourse coding to examine approximately 1,390 posts associated with the conference hashtag over two consecutive years.\u0000\u0000\u0000Findings\u0000The study analyses uncovered a set of common key participants over both years and common types of discourse used by those key participants. Key participants took on roles of resharing messages and contributed to discourse by retweeting posts that highlighted participants’ thoughts and feelings related to the conference and the discipline.\u0000\u0000\u0000Research limitations/implications\u0000This research has implications for encouraging diverse participants and diverse discourses related to key community goals. Design suggestions include identifying and inviting key actors as collaborators to reshare discourse that clearly aligns with community goals and using smaller hashtag spaces to encourage broader participation.\u0000\u0000\u0000Originality/value\u0000Prior work on microblogging has highlighted either the types of discourse and information sharing or the structures of the network interactions within conference hashtag streams. This study builds on this prior work and combines discourse and structure to understand the ways in which key network figures reshare discourse within the community, a facet that has been underreported in the literature.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141675711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering AI literacy: overcoming concerns and nurturing confidence among preservice teachers 培养人工智能素养：克服职前教师的顾虑，培养他们的信心

Information and Learning Sciences Pub Date : 2024-07-04 DOI: 10.1108/ils-11-2023-0170

Jung Won Hur

{"title":"Fostering AI literacy: overcoming concerns and nurturing confidence among preservice teachers","authors":"Jung Won Hur","doi":"10.1108/ils-11-2023-0170","DOIUrl":"https://doi.org/10.1108/ils-11-2023-0170","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate how preservice teachers’ stages of concern, beliefs, confidence and interest in AI literacy education evolve as they deepen their understanding of AI concepts and AI literacy education.\u0000\u0000\u0000Design/methodology/approach\u0000AI literacy lessons were integrated into a technology integration course for preservice teachers, and the impacts of the lessons were evaluated through a mixed-methods study. The Concerns-Based Adoption Model was employed as the analytical framework to explore participants’ specific concerns related to AI.\u0000\u0000\u0000Findings\u0000Findings revealed that participants initially lacked AI knowledge and awareness. However, targeted AI literacy education enhanced preservice teachers’ awareness and confidence in teaching AI. While acknowledging AI’s educational benefits, participants expressed ongoing concerns after AI literacy lessons, such as fears of teacher displacement and the potential adverse effects of incorporating generative AI on students’ critical learning skills development.\u0000\u0000\u0000Originality/value\u0000Despite the importance of providing preservice teachers with AI literacy skills and knowledge, research in this domain remains scarce. This study fills this gap by enhancing the AI-related knowledge and skills of future educators, while also identifying their specific concerns regarding the integration of AI into their future classrooms. The findings of this study offer valuable insights and guidelines for teacher educators to incorporate AI literacy education into teacher training programs.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141677957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching and testing in the era of text-generative AI: exploring the needs of students and teachers 文本生成人工智能时代的教学和测试：探索学生和教师的需求

Information and Learning Sciences Pub Date : 2024-07-02 DOI: 10.1108/ils-10-2023-0165

Julia Jochim, Vera Lenz-Kesekamp

{"title":"Teaching and testing in the era of text-generative AI: exploring the needs of students and teachers","authors":"Julia Jochim, Vera Lenz-Kesekamp","doi":"10.1108/ils-10-2023-0165","DOIUrl":"https://doi.org/10.1108/ils-10-2023-0165","url":null,"abstract":"\u0000Purpose\u0000Large language models such as ChatGPT are a challenge to academic principles, calling into question well-established practices, teaching and exam formats. This study aims to explore the adaptation process regarding text-generative artificial intelligence (AI) of students and teachers in higher education and to identify needs for change.\u0000\u0000\u0000Design/methodology/approach\u0000The issue is explored in a mixed-methods approach based on Domestication Theory (Silverstone et al., 1992; Silverstone, 1994), incorporating views of both teaching staff and students. Both statistical and content analyses were carried out.\u0000\u0000\u0000Findings\u0000The results show that both students and teachers are conflicted about generative AI and its usage. Trepidation and fear stand against a general feeling that AI is an integral part of the future and needs to be embraced. Both groups show marked needs for training and rules and offer a variety of ideas for new exam formats.\u0000\u0000\u0000Originality/value\u0000This study provides a unique insight by exploring the attitudes and usage intentions regarding generative AI of two stakeholder groups: students and teachers. Its results can be of significant use to institutions deciding on their strategy regarding AI. It illustrates attitudes and usage intentions as well as needs of both groups. In addition, ideas for new assessment and teaching formats were generated.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141687672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Data literacy in the new EU DigComp 2.2 framework how DigComp defines competences on artificial intelligence, internet of things and data 欧盟 DigComp 2.2 新框架中的数据扫盲 DigComp 如何定义人工智能、物联网和数据方面的能力

Information and Learning Sciences Pub Date : 2024-02-08 DOI: 10.1108/ils-06-2023-0072

Leo Van Audenhove, Lotte Vermeire, Wendy Van den Broeck, Andy Demeulenaere

{"title":"Data literacy in the new EU DigComp 2.2 framework how DigComp defines competences on artificial intelligence, internet of things and data","authors":"Leo Van Audenhove, Lotte Vermeire, Wendy Van den Broeck, Andy Demeulenaere","doi":"10.1108/ils-06-2023-0072","DOIUrl":"https://doi.org/10.1108/ils-06-2023-0072","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European Commission published a new version of the DigComp (EC, 2022). This new version focusses more on the datafication of society and emerging technologies, such as artificial intelligence. This paper analyses how DigComp 2.2 defines data literacy and how the framework looks at this from a societal lens.\u0000\u0000\u0000Design/methodology/approach\u0000This study critically examines DigComp 2.2, using the data literacy competence model developed by the Knowledge Centre for Digital and Media Literacy Flanders-Belgium. The examples of knowledge, skills and attitudes focussing on data literacy (n = 84) are coded and mapped onto the data literacy competence model, which differentiates between using data and understanding data.\u0000\u0000\u0000Findings\u0000Data literacy is well-covered in the framework, but there is a stronger emphasis on understanding data rather than using data, for example, collecting data is only coded once. Thematically, DigComp 2.2 primarily focusses on security and privacy (31 codes), with less attention given to the societal impact of data, such as environmental impact or data fairness.\u0000\u0000\u0000Originality/value\u0000Given the datafication of society, data literacy has become increasingly important. DigComp is widely used across different disciplines and now integrates data literacy as a required competence for citizens. It is, thus, relevant to analyse its views on data literacy and emerging technologies, as it will have a strong impact on education in Europe.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139792471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Data literacy in the new EU DigComp 2.2 framework how DigComp defines competences on artificial intelligence, internet of things and data 欧盟 DigComp 2.2 新框架中的数据扫盲 DigComp 如何定义人工智能、物联网和数据方面的能力

Information and Learning Sciences Pub Date : 2024-02-08 DOI: 10.1108/ils-06-2023-0072

Leo Van Audenhove, Lotte Vermeire, Wendy Van den Broeck, Andy Demeulenaere

{"title":"Data literacy in the new EU DigComp 2.2 framework how DigComp defines competences on artificial intelligence, internet of things and data","authors":"Leo Van Audenhove, Lotte Vermeire, Wendy Van den Broeck, Andy Demeulenaere","doi":"10.1108/ils-06-2023-0072","DOIUrl":"https://doi.org/10.1108/ils-06-2023-0072","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European Commission published a new version of the DigComp (EC, 2022). This new version focusses more on the datafication of society and emerging technologies, such as artificial intelligence. This paper analyses how DigComp 2.2 defines data literacy and how the framework looks at this from a societal lens.\u0000\u0000\u0000Design/methodology/approach\u0000This study critically examines DigComp 2.2, using the data literacy competence model developed by the Knowledge Centre for Digital and Media Literacy Flanders-Belgium. The examples of knowledge, skills and attitudes focussing on data literacy (n = 84) are coded and mapped onto the data literacy competence model, which differentiates between using data and understanding data.\u0000\u0000\u0000Findings\u0000Data literacy is well-covered in the framework, but there is a stronger emphasis on understanding data rather than using data, for example, collecting data is only coded once. Thematically, DigComp 2.2 primarily focusses on security and privacy (31 codes), with less attention given to the societal impact of data, such as environmental impact or data fairness.\u0000\u0000\u0000Originality/value\u0000Given the datafication of society, data literacy has become increasingly important. DigComp is widely used across different disciplines and now integrates data literacy as a required competence for citizens. It is, thus, relevant to analyse its views on data literacy and emerging technologies, as it will have a strong impact on education in Europe.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139852380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Community-based learning and data literacy: the role of the public library 基于社区的学习和数据扫盲：公共图书馆的作用

Information and Learning Sciences Pub Date : 2024-01-12 DOI: 10.1108/ils-06-2023-0078

Sein Oh, Lorri M. Mon

{"title":"Community-based learning and data literacy: the role of the public library","authors":"Sein Oh, Lorri M. Mon","doi":"10.1108/ils-06-2023-0078","DOIUrl":"https://doi.org/10.1108/ils-06-2023-0078","url":null,"abstract":"\u0000Purpose\u0000By examining types of literacies taught by public libraries and the modes through which these programs were offered, this study aims to explore how public libraries might integrate data literacy training for the general public into existing library educational programs.\u0000\u0000\u0000Design/methodology/approach\u0000This study examined programs offered in 30 US public libraries during 2019 and 2020 to better understand types of literacy education announced to the public through library website listings and Facebook Events pages.\u0000\u0000\u0000Findings\u0000While public libraries offered educational programs in literacy areas ranging from basic reading and writing to technology, vocational skills, health literacy and more, data literacy training was not widely offered. However, this study identified many already-existing programs highly compatible for integrating with data literacy training.\u0000\u0000\u0000Originality/value\u0000This study offered new insights into both the literacies taught in public library programs as well as ways for public libraries to integrate data literacy training into existing educational programming, in order to better provide data literacy education for the general public.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0