Artificial Intelligence: The Doers, the Don’t-ers, and the continuum between

Anthony W. Dunbar; Ulia Gosart; Rhiannon Bettivia; Theodora Kourkoulou; Cameron McCarthy; Rebecca Morris; Manuel Perez-Troncoso

doi:10.21900/j.alise.2024.1733

ABSTRACT Session 1: Make My Syllabus Nicer: Exploring Generative AI for Inclusivity and Accessibility in LIS Instruction Rebecca J.Morris (University, of Pittsburgh, School of Computing and Information, US) Though certainly not a magic formula, LIS instructors’ use of generative AI tools can support accessibility and inclusivity in design and adaptation of course materials and communications. LIS faculty may likely know and implement accommodations such as Universal Design for Learning to some extent, but perhaps find it challenging to integrate methods more thoroughly for reasons such as time, number of courses or varied formats of courses, and number of disability accommodations. This session includes teaching tasks: making tone and content of syllabi and assignment instructions more transparent and student-friendly generating performance criteria, checklists, and rubrics for differentiated assignments integrating principles of Universal Design for Learning into course design elements, such as o creating text outlines of lectures to provide multiple means of representation o personalizing assessment options to offer multiple means of action and expression A Community Conversation: The Context, Complexities, Contradictions and Critical Concerns of Artificial Intelligence: Parts I & II This dual presentation offers perspectives on the complexities, contradictions, and critical issues concerning Artificial Intelligence (AI). The IP SIG combines presentations with interactive audience engagement, providing an opportunity for ALISE members and attendees to forge cross-disciplinary ties around the conference themes of “[t]he ways in which information is created, disseminated, and altered” in the current education landscape Session 2: Part 1- The Context, Considerations and Complexities Rhiannon Bettivia (Simmons University School of Library and Information Science, US) Co-Moderator Warren Crichlow (Emerita, York University, US) Anthony W. Dunbar, (Dominican University - School of Information Studies, US) Co-Moderator Theodora Kourkoulou (University of Illinois at Urbana-Champaign, US) Cameron McCarthy (Emerita, University of Illinois at Urbana-Champaign, US) The panel centers innovation as a necessity and change agent in the area of digital and technological literacy. Thus, offering a brief historical discussion of technological developments and their deployment in classrooms, grounding a discussion of AI. Then discusses the dichotomy that AI is either the ultimate positive technological contribution to society or it will move society from a state of techno determinism to techno fatalism. This discussion centers the nuances between the pollyannic and fatalist propositions. Consisting of submissions from LIS educators and practitioners eager to share their experiences using (or not) AI in the classroom, this conversation further shapes approaches to AI and contributes to developing policies and practices at institutional and disciplinary levels. Session 3: Panel 2 - The Contradictions and Critical Concerns Rhiannon Bettivia (Simmons University School of Library and Information Science, US) Moderator Warren Crichlow (Emerita, York University, US) Panelist Theodora Kourkoulou (University of Illinois at Urbana-Champaign, US) Panelist Cameron McCarthy (Emerita, University of Illinois at Urbana-Champaign, US) Panelist Part 2 dives deeper into the pedagogical Contradictions and related Critical Concerns that LIS scholars, instructors, and practitioners are grappling with as AI interrupts and, in many instances, disrupts LIS learning spaces. This session offers an interdisciplinary sensibility.

Artificial Intelligence: The Doers, the Don’t-ers, and the continuum between

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