The AI literacy grouping helps students to develop a crucial suite of critical thinking skills needed to work with emerging technologies: functional awareness, skepticism about claims, and critical evaluation of outputs.
I presented first-year composition students with a series of claims that ChatGPT generated when asked to tell me surprising things about AI and back each up with a source. The output largely consisted of glowing praise, including “AI can dream” and “AI can read minds.” I demonstrated how to fact-check ChatGPT’s representation of the sources and claims, uncovering inaccuracies. Then I invited students to do similar fact-checking. One goal was to foster curiosity and a healthy skepticism about what AI can do and about the accuracy of chatbots in particular. The other goal was to give students practice evaluating and summarizing sources.
Kayode Victor Amusan
University of Louisiana at Lafayette
The assignment explores the writing pattern of text generation technologies (such as ChatGPT) and how they vary from human writing. It compares the writing outcomes of undergraduate students and Gen AI. The task charges the first-writing-students to write a short story about ‘love’ and compares their outcomes with that of Gen AI using same prompt. This attempt is a forensic stylistic approach meant to establish the storytelling pattern that is unique to text generation technologies and how they vary from human writing.
University of Pittsburgh
This assignment asks students to engage critically with several publicized cases involving misuse or controversial use of Generative AI (often ChatGPT). While many students have considered ChatGPT within classroom contexts–often as a forbidden technology, associated with cheating–this assignment about “real world” uses of AI, in specific rhetorical situations beyond the classroom, offers students a new, valuable perspective to develop their AI Literacy. This assignment encourages students to reflect on the ownership of their writing and intellectual labor, as well as ethical considerations of rhetorical situations within the classroom and beyond.