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We stand at the threshold of a revolution in science. It is possible that soon scientific writing as we know it will undergo a rapid change, all thanks to the ChatGPT 3.5 language model. The appearance of this tool on the technology market in November 2022 caused a massive stir among Internet users and the academic world. It turned out that chat has the potential to generate completely new and unique scientific texts. In the wake of ChatGPT, similar tools by technology giants came and are coming. Given the above, the scientific community has only a brief moment to try to answer the following questions: whether the texts generated in this way have real scientific value, whether it is ethical for researchers to use them, how to regulate copyright on the use of AI, what are the potential capabilities of artificial intelligence for writing scientific papers. The indicated themes are reflected in the presented text. [ABSTRACT FROM AUTHOR]

This paper investigates the complex interplay between generative artificial intelligence (AI) and human intellect in academic writing and publishing. It examines the 'organic versus synthetic' paradox, emphasizing the implications of using generative AI tools in educational and academic integrity contexts. The paper critiques the prevalent 'publish or perish' culture in academia, highlighting the need for systemic reevaluation due to generative AI's emerging role in academic writing and reporting. It delves into the legal and ethical challenges of authorship and ownership, especially in relation to copyright laws and AI-generated content. The paper discusses generative AI's diverse roles and advocates for transparent reporting to uphold academic integrity. Additionally, it calls for a broader examination of generative AI tools and stresses the need for new mechanisms to identify generative AI use and ensure adherence to academic integrity and ethics. The implications of generative AI are also explored, suggesting the need for innovative AI-inclusive strategies in academia. The paper concludes by emphasizing the significance of generative AI in various information-processing domains, highlighting the urgency to adapt and transform academic practices in an era of rapid generative AI-driven change. [ABSTRACT FROM AUTHOR]

In the era of generative AI and specifically large language models (LLMs), exemplified by ChatGPT, the intersection of artificial intelligence and human reasoning has become a focal point of global attention. Unlike conventional search engines, LLMs go beyond mere information retrieval, entering into the realm of discourse culture. Their outputs mimic well-considered, independent opinions or statements of facts, presenting a pretense of wisdom. This paper explores the potential transformative impact of LLMs on democratic societies. It delves into the concerns regarding the difficulty in distinguishing ChatGPT-generated texts from human output. The discussion emphasizes the essence of authorship, rooted in the unique human capacity for reason—a quality indispensable for democratic discourse and successful collaboration within free societies. Highlighting the potential threats to democracy, this paper presents three arguments: the Substitution argument, the Authenticity argument, and the Facts argument. These arguments highlight the potential risks that are associated with an overreliance on LLMs. The central thesis posits that widespread deployment of LLMs may adversely affect the fabric of a democracy if not comprehended and addressed proactively and properly. In proposing a solution, we advocate for an emphasis on education as a means to mitigate risks. We suggest cultivating thinking skills in children, fostering coherent thought formulation, and distinguishing between machine-generated output and genuine, i.e., human, reasoning. The focus should be on the responsible development and usage of LLMs, with the goal of augmenting human capacities in thinking, deliberating and decision-making rather than substituting them. [ABSTRACT FROM AUTHOR]

This research paper explores the use of AI, specifically ChatGPT, in interactive activities within online shopping and digital marketing. The paper examines the potential of AIpowered chatbots to enhance customer engagement, personalization, and marketing effectiveness. Through a literature review, case studies, and user feedback analysis, the research highlights the benefits of AI chatbots in providing real-time assistance, personalized recommendations, and improved customer experiences. The paper also addresses ethical and privacy concerns associated with AI implementation and discusses future research directions. The paper suggests that AI-powered chatbots have the potential to revolutionize online shopping and digital marketing by offering enhanced customer engagement, optimizing marketing strategies, and addressing customer needs. E-commerce preferences of human-mediated services regarding the application of AI in frontline services will be examined. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) is already integrated into news production strategies in some media outlets. Recently, generative AIs such as ChatGPT and others have demonstrated their ability to enhance productivity in content production tasks, raising the question of how journalism faculties can address this new technology. This paper presents an academic study on the application of AI in higher communication studies. The study involved 4 in-depth interviews and 28 semi-structured interviews with university lecturers and researchers. The findings confirm varying degrees of convergence and divergence on different aspects of the technology, including the integration of AI in communication faculties, student training in AI usage, the introduction of AI and journalism as a subject area, and the potential uses of AI in news production and consumption. Additionally, this paper proposes a comprehensive training program on AI and journalism, focusing on its foundations, technical competencies and ethical considerations. [ABSTRACT FROM AUTHOR]

The Editors-in-Chief of Communications in Information Literacy discuss the development of the journal's new generative artificial intelligence (AI) policy. [ABSTRACT FROM AUTHOR]

This research note is a conversation between ChatGPT and a sociologist about the use of ChatGPT in knowledge production. ChatGPT is an artificial intelligence language model, programmed to analyse vast amounts of data, recognise patterns and generate human-like conversational responses based on that analysis. The research note takes an experimental form, following the shape of a dialogue, and was generated in real time, between the author and ChatGPT. The conversation reflects on, and is a reflexive contribution to, the study of artificial intelligence from a sociology of science perspective. It draws on the notion of reflexivity and adopts an ironic, parodic form to critically respond to the emergence of artificial intelligence language models, their affective and technical qualities, and thereby comments on their potential ethical, social and political significance within the humanities. [ABSTRACT FROM AUTHOR]