References Coley, M. (2023). Guidance on AI detection and why we’re disabling Turnitin’s AI detector. https://www.vanderbilt.edu/brightspace/2023/08/16/guidance-on-ai-detection-and-why-were- disabling-turnitins-ai-detector/ Leoffler, K. (2024). Georgia student used Grammarly, now she is on academic probation. Fox 5 Atlanta. https://www.fox5atlanta.com/news/grammarly-georgia-college-student-academic-probation- plagiarism-allegations Myers, A. (2023). AI detectors biased against non-native English writers [blog]. Human-Centered Artificial Intelligence Stanford University. https://hai.stanford.edu/news/ai-detectors-biased- against-non-native-english-writers Priest, M. (2024). Large language models explained [blog]. Boost AI. Retrieved on February 29, 2024 from https://boost.ai/blog/llms-large-language-models/ Zewe, A. (2023). Explained: Generative AI [blog]. MIT News. https://news.mit.edu/2023/explained- generative-ai-1109 LEADING THE CHARGE TOWARD AI LITERACY Jennifer Dunn, Associate Faculty | School of General Studies, Curriculum Writing Consultant | Learning Support, and Karin Mente, Outreach Librarian, Learning Support The toothpaste is out of the tube: Artificial intelligence (AI) technology is here to stay and is rapidly transforming the academic and professional world. For some faculty, artificial intelligence is an opportunity for students and instructors alike to boost productivity in scholarly pursuits. Others fear that students will bypass the development of their writing, research, and critical thinking skills by using these tools in place of their own processes and learning (Slimi & Carballido, 2023). Generative AI complicates academic integrity issues and can facilitate outright academic dishonesty. Change can be uncomfortable, and AI tools challenge traditional writing and research methodologies. However, if we guide students in using these tools ethically and effectively, we can help them navigate this dynamic academic and professional environment. Leading the Charge As student supporters, we can achieve more by fostering AI literacy than advising against using these tools altogether. Acknowledging the use of artificial intelligence demonstrates familiarity with the technologies students may be already using for their academic work.
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