Information Literacy: A Foundational Approach to Generative AI Competence
Overview
This research explores the intersection of information literacy and generative AI competence in higher education. Through IRB-approved multi-phase studies, we investigated how students understand, use, and evaluate AI-generated content in academic contexts.
Research Focus
The study examined three key areas:
- Student proficiency with generative AI tools in academic settings
- Ethical considerations surrounding AI use in education
- Perceptions and attitudes toward AI integration in coursework
Methodology
Our research applied ACRL (Association of College & Research Libraries) information literacy standards to evaluate AI tool use in student writing and information literacy development. We conducted comprehensive assessments of:
- Prompt engineering strategies for content generation
- Information query techniques using AI tools
- Critical evaluation of AI-generated outputs
Key Findings
The research provided insights into how students can develop AI literacy as a foundational skill, building on traditional information literacy frameworks. Our findings emphasize the importance of teaching students to:
- Craft effective prompts
- Critically evaluate AI-generated content
- Understand the ethical implications of AI use in academic work
- Integrate AI tools responsibly into their learning process
Presentation
This research was presented at the EdMedia World Conference on Educational Technology in Barcelona, Spain in May 2025.
Co-authored with: Cara Olson, Iowa State University, United States, colson6@iastate.edu, Branden Ogata, University of Hawaiʻi at Mānoa, United States, bsogata@hawaii.edu, and Michael-Brian Ogawa, University of Hawaiʻi at Mānoa, United States, ogawam@hawaii.edu
Publication
Impact
This research contributes to the growing body of knowledge on integrating emerging technologies into educational contexts while maintaining academic integrity and developing critical thinking skills essential for the AI age.