Learning for Life
Information Fluency as a Core Competency: Promoting Lifelong Learning View Digital Media
Paper Presentation in a Themed Session Reya Saliba
The United Nations' Sustainable Development Goal 4 calls for promoting lifelong learning opportunities while offering an inclusive and equitable quality education. In Qatar, access to the latest educational tools and the availability of technological infrastructure create a supportive environment for higher education institutions and encourage them to adopt new technologies and approaches for teaching and learning. Academic libraries are essential partners in supporting new educational approaches and tools thus providing the resources and services that facilitate teaching and learning. Through the development of an integrated information fluency (IF) curriculum, librarians at Carnegie Mellon University in Qatar (CMU-Q) designed a series of training workshops, developed online modules, curated a collection of online resources, and offered one-on-one consultations that aim at promoting lifelong learning skills among undergraduate students. By collaborating with faculty members across campus and working with fellow librarians from the main campus in the U.S., CMU-Q librarians created many educational opportunities where students learned about the information landscape, refined their information seeking and evaluation competencies, practised their critical thinking abilities, and developed lifelong learning skills. The IF curriculum was implemented across all undergraduate programs offered at CMU-Q and played a vital role in preparing undergraduate students for their future professional career, personal development endeavours, and civic engagement as participatory citizens who can actively contribute to the improvement of their communities. This paper describes the design, development, and delivery of the IF curriculum, the challenges and opportunities that emerged during its implementation, and the lessons learned while undertaking this interdisciplinary project.
Using Artificial Intelligence to Promote Media Literacy in Higher Education: Fostering Digital Citizenship for Lifelong Learning among College Students View Digital Media
Paper Presentation in a Themed Session Andrew Simoncelli, Paul Wilson
Artificial intelligence (AI) technologies offer promising new tools to promote media literacy and lifelong learning skills. AI can assist both students and faculty in online college courses like identifying quality sources and recognizing disinformation tactics. In our research, we used different types of AI to determine its impact in helping college students recognize media disinformation and assist in stopping its spread. Some of the methods we used in our classes included: 1) automated fact-checking to flag potential misinformation in those sources. 2) Created interactive multimedia lessons created by AI to reinforce core concepts of media literacy like identifying quality sources and recognizing disinformation tactics. 3) Leverage AI text generators to create mock news articles, social media posts, advertisements, etc that contain misinformation, bias, and manipulation The core benefit of AI is the ability to process volumes of information and provide data-driven insights that enhance human teaching. While AI tools can amplify instruction on media literacy, human expertise is still essential to coach critical thinking skills. With thoughtful integration, AI and human instruction can work together to cultivate media literacy, increase student engagement and lifelong learning. Findings on the benefits of incorporating the use of AI in online history and communication classes to increase media literacy and core history knowledge while simultaneously increasing student engagement are presented.
