AI Literacy

Why do I need to learn this?

With the rapid development of generative AI, or generative artificial intelligence, since the end of 2022, tools using Large Language Models or generative art have become freely available and offer images and text which students may want to use in their study and their assignments. You may also find they are increasingly used in the workplace and need to be prepared for that.

It is important to grasp how these AI tools work in order to avoid any possibility of plagiarism. It is also important to understand whether it is ethical to use them at all for a variety of reasons.

These pages will help you:

recognize AI in the world around you and have an appreciation of its impact;
recognize different kinds of AIs;
understand how AI works at a basic level and how much intelligence AI has;
understand AIs’ strengths and weaknesses;
better develop your prompt engineering;
consider various ethical issues such as hallucinations, bias, accountability, transparency, and reasonable academic use.

See also our Library Guide on Using Generative AI in coursework or research:

Understanding AI Basics

AI in Practice

Ethical Considerations

Developing AI Literacy

Resources and Further Learning

−

• Courses for deeper generative AI understanding

• Other online help

• Further Reading from the Library Catalogue

• Articles from Discovery on generative AI and higher education

−

Abbas, M., Jam, F.A. & Khan, T.I. (2024). Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students. International Journal of Educational Technology in Higher Education, 21. https://doi.org/10.1186/s41239-024-00444-7

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20. https://doi.org/10.1186/s41239-023-00411-8

Damiano, A.D., Lauría, E.J.M. Sarmiento, C. & Zhao, N. (2024). Early perceptions of teaching and learning using generative AI in higher education. Journal of Educational Technology Systems, 52(3), 346–375. https://doi.org/10.1177/00472395241233290

Duah, J. E., & McGivern, P. (2024). How generative artificial intelligence has blurred notions of authorial identity and academic norms in higher education, necessitating clear university usage policies. The International Journal of Information and Learning Technology, 41(2), 180–193. https://doi.org/10.1108/IJILT-11-2023-0213

Johnston, H. et al. (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education. International Journal for Educational Integrity, 20. https://doi.org/10.1007/s40979-024-00149-4

Kelly, A., Sullivan, M. & Strampel, K. (2023). Generative artificial intelligence: university student awareness, experience, and confidence in use across disciplines. Journal of University Teaching and Learning Practice, 20(6).

Kurtz, G., Amzalag, M., Shaked, N., Zaguri, Y., Kohen-Vacs, D., Gal, E., Zailer, G., & Barak-Medina, E. (2024). Strategies for integrating generative AI into higher education: navigating challenges and leveraging opportunities. Education Sciences, 14(5), 503. https://doi.org/10.3390/educsci14050503

Maphoto, K.B. et al. (2024). Advancing students’ academic excellence in distance education: exploring the potential of generative AI integration to improve academic writing skills. Open Praxis, 16(2), 142–159.

Pavlenko, O., & Syzenko, A. (2024). Using ChatGPT as a learning tool: a study of Ukrainian students’ perceptions. Arab World English Journal, 252–264. https://doi.org/10.24093/awej/ChatGPT.17

Walczak, K., & Cellary, W. (2023). Challenges for higher education in the era of widespread access to Generative AI. Economics & Business Review, 9(2), 71–100. https://doi.org/10.18559/ebr.2023.2.743

Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1), 1–29. https://doi.org/10.1186/s41239-024-00453-6

Zhu, W. et al. (2024). Could AI ethical anxiety, perceived ethical risks and ethical awareness about AI influence university students’ use of generative AI products? An Ethical Perspective. International Journal Of Human-Computer Interaction. https://doi.org/10.1080/10447318.2024.2323277