Artificial Intelligence literacy skills must be incorporated in university curriculums to prepare students for in-demand graduate-level jobs. AI-based technologies have now become an integral part of every industry as well as our daily life. New graduates who are not AI literate will find it hard to find graduate-level jobs. AI is influencing and transforming the workplace. Graduates need to be prepared to face the world in the AI era. For this reason, universities must be ready to adapt and provide AI literacy training to their students in all disciplines.
This project includes a variety of open educational resources related to AI literacy.
Since artificial intelligence (AI) is finding its way into more and more areas of everyday life, improving the AI skills of non-experts is important and will become even more relevant in the future. While it is necessary that children learn about the possibilities of AI at an early age, adults in higher education and beyond should also have at least a basic understanding of AI (i.e., AI literacy) to be able to interact effectively with the technology.
Students will need to develop a skill set for using and interacting productively and ethically with AI tools, for personal, school-related, and work-related reasons. Some technical disciplines may decide to strategically integrate these skills into their curricula to help prepare students for rapidly changing workforce needs.
As artificial intelligence (AI) becomes more prominent in everyday conversations, it is critical for library users to develop basic knowledge and understanding of those technologies. In academic libraries, subject liaisons play a central role in the teaching of concepts like information literacy, open access, and research data management, in addition to their subject responsibilities.
Artificial Intelligence (AI) is a ubiquitous concept and tool already found across society and an integral part of everyday life. As such, basic understanding and knowledge of AI should be a critical component of student education to foster successful global citizens. This position paper describes one possible path to address potential gaps in AI education and integrate AI across the curriculum at a traditional research university. The University of Florida (UF) is infusing AI across the curriculum and developing opportunities for student engagement within identified areas of AI literacy regardless of student discipline.
In an era where information is abundantly generated and disseminated, the rise of Artificial Intelligence (AI) has significantly transformed the way we access and interact with information. However, as the dependency on AI-generated content grows, the critical issue of user trust in the authenticity and credibility of AI-generated information emerges as a pressing concern. AI-generated content often presents users with a complex web of information that can be challenging to navigate.
Being AI Literate does not mean you need to understand the advanced mechanics of AI. It means that you are actively learning about the technologies involved and that you critically approach any texts you read that concern AI, especially news articles.
Students will need to develop a skill set for using and interacting productively and ethically with AI tools, for personal, school-related, and work-related reasons.
Being AI Literate does not mean you need to understand the advanced mechanics of AI. It means that you are actively learning about the technologies involved and that you critically approach any texts you read that concern AI, especially news articles. We have created a tool you can use when reading about AI applications to help consider the legitimacy of the technology.
Students urgently need to develop their AI literacy skills if they are to gain graduate-level jobs and help society tame the perils of the technology
The rise of ChatGPT and other AI programs has borne witness to a burgeoning set of ethical and informational concerns about AI. Recently, some scientists and tech industry leaders published an open letter pleading for the halt of AI development until human infrastructure can better absorb it. Many are already working toward laying this groundwork by developing a set of tools and skills known as “AI literacy.”
This article reports the reflections of the co-organizers on a recent AI in Higher Education event which was led by students from the University of Leeds and University College London. While academic communities and experts have contributed significantly to the discourse, students’ perspectives have so far been underrepresented. Three student provocations are shared which provided the focus of the discussions during the event. The student co-authors present future-gazing visions of the impact of AI in higher education and beyond. Our collaborative reflections highlight that whether we are seeking to bring about desirable, AI-empowered futures, or aspiring to evade undesirable consequences of these new technologies, it will be vital to develop and enhance the AI literacy of students and educators alike in order to make use of it ethically, creatively and critically.
Recent studies have highlighted transparency and explainability as important quality requirements of AI systems. However, there are still relatively few case studies that describe the current state of defining these quality requirements in practice.
Among the great challenges posed to democracy today is the use of technology, data, and automated systems in ways that threaten the rights of the American public.
