基于生成式人工智能应用的批判性信息素质教育设计.

In the digital intelligence era, the rapid development of generative artificial intelligence (AI) triggers a revolution in the information technology field and poses new challenges and requirements for information literacy instruction in higher education system. To implement critical information literacy (CIL) instruction in response to generative Al applications not only meets the demands of the information society but also correspondents with the mission of academic libraries in nurturing talents with future competitiveness. This study aims to explore the practical path of CIL instruction in regards to generative Al applications. Literature review on the latest studies showed that critical thinking is crucial when using generative Al applications. With a detailed analysis of the Framework for Information Literacy for Higher Education, a practical path of CIL instruction based on generative Al applications is proposed containing purposes, contents, forms, team building and evaluation of instruction. The instructional purposes are demonstrated as to improve learning and working efficiency, foster information literacy, cultivate independent personality, enhance morality, ethics and social responsibility. The instructional contents are concluded with four modules. (1) Technologies and principles module instructs users with the working mechanisms and principles of generative AI. (2) Information evaluation module prepares users with competencies in information acquisition, processing and utilization as well as critical thinking. (3) Morality and ethics module guides users to consider the challenges that generative Al poses to existing laws and regulations, encouraging users to protect their own rights while fulfilling social responsibilities. (4) Future exploration module aims to foster users' forward-thinking abilities, helping them understand the potential impact and transformation that generative Al might bring to the information environment. It proposes instructional forms of CIL instruction include lectures, courses, resource guides, micro-videos, MOOCs, information literacy workshops and Al applications contests, etc. As for team building, personnel training and cross unit cooperation are recommended. When it comes to evaluation, indicators such as the rationality of applications, the efficiency of learning and working and the competencies of information literacy and critical thinking are considered. This study emphasizes the CIL instruction should not only instruct users with knowledge and technologies of AI, but also enhance innovation awareness and cultivate critical thinking. In addition, it calls for further study on the impact of generative AI on CIL instruction and jointly research among libraries and units to promote CIL instruction in response to generative Al and other immerging trends of the information society. [ABSTRACT FROM AUTHOR]