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\n  \n 2025\n \n \n (26)\n \n \n
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\n \n\n \n \n \n \n \n \n Why AI Is Our Ultimate Test and Greatest Invitation \\textbar Tristan Harris \\textbar TED.\n \n \n \n \n\n\n \n TED\n\n\n \n\n\n\n May 2025.\n \n\n\n\n
\n\n\n\n \n \n \"WhyPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{ted_why_2025,\n\ttitle = {Why {AI} {Is} {Our} {Ultimate} {Test} and {Greatest} {Invitation} {\\textbar} {Tristan} {Harris} {\\textbar} {TED}},\n\turl = {https://www.youtube.com/watch?v=6kPHnl-RsVI},\n\tabstract = {Technologist Tristan Harris has an urgent question: What if the way we’re deploying the world’s most powerful technology — artificial intelligence — isn’t inevitable, but a choice? In this eye-opening talk, he calls on us to learn from the mistakes of social media’s catastrophic rollout and confront the predictable dangers of reckless AI development, offering a “narrow path” where power is matched with responsibility, foresight and wisdom. (Recorded at TED2025 on April 9, 2025)},\n\turldate = {2025-06-30},\n\tauthor = {{TED}},\n\tmonth = may,\n\tyear = {2025},\n}\n\n\n\n
\n
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\n Technologist Tristan Harris has an urgent question: What if the way we’re deploying the world’s most powerful technology — artificial intelligence — isn’t inevitable, but a choice? In this eye-opening talk, he calls on us to learn from the mistakes of social media’s catastrophic rollout and confront the predictable dangers of reckless AI development, offering a “narrow path” where power is matched with responsibility, foresight and wisdom. (Recorded at TED2025 on April 9, 2025)\n
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\n \n\n \n \n \n \n \n \n News Literacy Project: How to identify misinformation amid the rise of AI content.\n \n \n \n \n\n\n \n WXYZ-TV Detroit \\textbar Channel 7\n\n\n \n\n\n\n February 2025.\n \n\n\n\n
\n\n\n\n \n \n \"NewsPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{wxyz-tv_detroit__channel_7_news_2025,\n\ttitle = {News {Literacy} {Project}: {How} to identify misinformation amid the rise of {AI} content},\n\tshorttitle = {News {Literacy} {Project}},\n\turl = {https://www.youtube.com/watch?v=nhoR5WWJYFo},\n\tabstract = {For many of us, news and information are available at our fingertips, but so is AI-generated content.  Photos, videos, and even voice recordings. Wayne County Sheriff's Office Digital Forensics Expert Britton Foreman said right now, we're seeing more of the negative impacts of AI technology.},\n\turldate = {2025-06-30},\n\tauthor = {{WXYZ-TV Detroit {\\textbar} Channel 7}},\n\tmonth = feb,\n\tyear = {2025},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n For many of us, news and information are available at our fingertips, but so is AI-generated content. Photos, videos, and even voice recordings. Wayne County Sheriff's Office Digital Forensics Expert Britton Foreman said right now, we're seeing more of the negative impacts of AI technology.\n
\n\n\n
\n\n\n
\n \n\n \n \n \n \n \n \n AI search engines cite incorrect news sources at an alarming 60% rate, study says.\n \n \n \n \n\n\n \n Edwards, B.\n\n\n \n\n\n\n March 2025.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{edwards_ai_2025,\n\ttitle = {{AI} search engines cite incorrect news sources at an alarming 60\\% rate, study says},\n\turl = {https://arstechnica.com/ai/2025/03/ai-search-engines-give-incorrect-answers-at-an-alarming-60-rate-study-says/},\n\tabstract = {CJR study shows AI search services misinform users and ignore publisher exclusion requests.},\n\tlanguage = {en},\n\turldate = {2025-06-30},\n\tjournal = {Ars Technica},\n\tauthor = {Edwards, Benj},\n\tmonth = mar,\n\tyear = {2025},\n}\n\n\n\n
\n
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\n CJR study shows AI search services misinform users and ignore publisher exclusion requests.\n
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\n \n\n \n \n \n \n \n \n Don’t trust Chat GPT.\n \n \n \n \n\n\n \n Catieosaurus\n\n\n \n\n\n\n February 2025.\n \n\n\n\n
\n\n\n\n \n \n \"Don’tPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{catieosaurus_dont_2025,\n\ttitle = {Don’t trust {Chat} {GPT}},\n\turl = {https://www.youtube.com/watch?v=_XBeoKN2tj4},\n\tabstract = {I’m not going to lie, as somebody who has two masters degrees and took literal classes about how to do research, I was really excited about how much time this would save me, and instead I wasted half a day and have nothing to show for it, but let my hubris be a lesson to you.},\n\turldate = {2025-06-30},\n\tauthor = {{Catieosaurus}},\n\tmonth = feb,\n\tyear = {2025},\n}\n\n\n\n
\n
\n\n\n
\n I’m not going to lie, as somebody who has two masters degrees and took literal classes about how to do research, I was really excited about how much time this would save me, and instead I wasted half a day and have nothing to show for it, but let my hubris be a lesson to you.\n
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\n \n\n \n \n \n \n \n \n Some teachers embrace, others ban generative AI in the classroom. Here's why there's a divide.\n \n \n \n \n\n\n \n CBS Mornings\n\n\n \n\n\n\n February 2025.\n \n\n\n\n
\n\n\n\n \n \n \"SomePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{cbs_mornings_teachers_2025,\n\ttitle = {Some teachers embrace, others ban generative {AI} in the classroom. {Here}'s why there's a divide.},\n\turl = {https://www.youtube.com/watch?v=IjsFIQ30b9Y},\n\tabstract = {The use of generative AI in schools is causing a divide in classrooms across the country. While some teachers embrace its use, others are banning it. AI for Education CEO Amanda Bickerstaff and professor James Taylor from the College of New Jersey join "CBS Mornings Plus" to discuss their different viewpoints.},\n\turldate = {2025-06-30},\n\tauthor = {{CBS Mornings}},\n\tmonth = feb,\n\tyear = {2025},\n}\n\n\n\n
\n
\n\n\n
\n The use of generative AI in schools is causing a divide in classrooms across the country. While some teachers embrace its use, others are banning it. AI for Education CEO Amanda Bickerstaff and professor James Taylor from the College of New Jersey join \"CBS Mornings Plus\" to discuss their different viewpoints.\n
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\n \n\n \n \n \n \n \n \n The Unbelievable Scale of AI’s Pirated-Books Problem.\n \n \n \n \n\n\n \n Reisner, A.\n\n\n \n\n\n\n March 2025.\n Section: Technology\n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{reisner_unbelievable_2025,\n\ttitle = {The {Unbelievable} {Scale} of {AI}’s {Pirated}-{Books} {Problem}},\n\turl = {https://www.theatlantic.com/technology/archive/2025/03/libgen-meta-openai/682093/},\n\tabstract = {Meta pirated millions of books to train its AI. Search through them here.},\n\tlanguage = {en},\n\turldate = {2025-06-30},\n\tjournal = {The Atlantic},\n\tauthor = {Reisner, Alex},\n\tmonth = mar,\n\tyear = {2025},\n\tnote = {Section: Technology},\n}\n\n\n\n
\n
\n\n\n
\n Meta pirated millions of books to train its AI. Search through them here.\n
\n\n\n
\n\n\n
\n \n\n \n \n \n \n \n \n AI Is Stealing Your Data—And You Agreed to It.\n \n \n \n \n\n\n \n Simon Caine\n\n\n \n\n\n\n February 2025.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{simon_caine_ai_2025,\n\ttitle = {{AI} {Is} {Stealing} {Your} {Data}—{And} {You} {Agreed} to {It}},\n\turl = {https://www.youtube.com/watch?v=AVjEEJQ7SGo},\n\tabstract = {Your data is being used to train tools that do everything from lip reading to deciding which people are worthy enough to get housing. Let's talk about why this is a problem,  what data they're using and why you're not getting paid for this work.},\n\turldate = {2025-06-30},\n\tauthor = {{Simon Caine}},\n\tmonth = feb,\n\tyear = {2025},\n}\n\n\n\n
\n
\n\n\n
\n Your data is being used to train tools that do everything from lip reading to deciding which people are worthy enough to get housing. Let's talk about why this is a problem, what data they're using and why you're not getting paid for this work.\n
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\n \n\n \n \n \n \n \n \n Algorithmic Bias \\textbar Ethics Defined.\n \n \n \n \n\n\n \n McCombs School of Business\n\n\n \n\n\n\n February 2025.\n \n\n\n\n
\n\n\n\n \n \n \"AlgorithmicPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{mccombs_school_of_business_algorithmic_2025,\n\ttitle = {Algorithmic {Bias} {\\textbar} {Ethics} {Defined}},\n\turl = {https://www.youtube.com/watch?v=cygpAm4ooGs},\n\tabstract = {Algorithmic bias occurs when AI algorithms reflect human prejudices due to biased data or design, leading to unfair or discriminatory outcomes.\n\nThis video is part of Ethics Defined, an animated library of more than 50 ethics terms and concepts from Ethics Unwrapped, available at https://et},\n\turldate = {2025-06-30},\n\tauthor = {{McCombs School of Business}},\n\tmonth = feb,\n\tyear = {2025},\n}\n\n\n\n
\n
\n\n\n
\n Algorithmic bias occurs when AI algorithms reflect human prejudices due to biased data or design, leading to unfair or discriminatory outcomes. This video is part of Ethics Defined, an animated library of more than 50 ethics terms and concepts from Ethics Unwrapped, available at https://et\n
\n\n\n
\n\n\n
\n \n\n \n \n \n \n \n \n The World Needs AI, But There's a Problem.\n \n \n \n \n\n\n \n Bloomberg Originals\n\n\n \n\n\n\n April 2025.\n \n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{bloomberg_originals_world_2025,\n\ttitle = {The {World} {Needs} {AI}, {But} {There}'s a {Problem}},\n\turl = {https://www.youtube.com/watch?v=SpMIs6AnUW8},\n\tabstract = {There's no denying data centers play a critical role in society, with every text, web search and medical scan flowing through these giant buildings. Now AI has turbocharged their demand, along with the electricity that powers them. With utilities rushing to keep up and popular opposition to these behemoths growing, the latest tech revolution may be in for a rough ride.},\n\turldate = {2025-06-30},\n\tauthor = {{Bloomberg Originals}},\n\tmonth = apr,\n\tyear = {2025},\n}\n\n\n\n
\n
\n\n\n
\n There's no denying data centers play a critical role in society, with every text, web search and medical scan flowing through these giant buildings. Now AI has turbocharged their demand, along with the electricity that powers them. With utilities rushing to keep up and popular opposition to these behemoths growing, the latest tech revolution may be in for a rough ride.\n
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\n \n\n \n \n \n \n \n \n The environmental impact of AI \\textbar Hamna Explains.\n \n \n \n \n\n\n \n Brut India\n\n\n \n\n\n\n April 2025.\n \n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{brut_india_environmental_2025,\n\ttitle = {The environmental impact of {AI} {\\textbar} {Hamna} {Explains}},\n\turl = {https://www.youtube.com/watch?v=fgrVXraE5Mg},\n\tabstract = {One ChatGPT search is said to use up nearly 10 times the electricity compared to a simple Google search. I explore the consumption of AI and how it impacts the environment. \\#brutoriginal \n\n0:00-0:43 How much energy does an AI prompt use?},\n\turldate = {2025-06-30},\n\tauthor = {{Brut India}},\n\tmonth = apr,\n\tyear = {2025},\n}\n\n\n\n
\n
\n\n\n
\n One ChatGPT search is said to use up nearly 10 times the electricity compared to a simple Google search. I explore the consumption of AI and how it impacts the environment. #brutoriginal 0:00-0:43 How much energy does an AI prompt use?\n
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\n \n\n \n \n \n \n \n \n The Catastrophic Risks of AI — and a Safer Path \\textbar Yoshua Bengio \\textbar TED.\n \n \n \n \n\n\n \n TED\n\n\n \n\n\n\n May 2025.\n \n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{ted_catastrophic_2025,\n\ttitle = {The {Catastrophic} {Risks} of {AI} — and a {Safer} {Path} {\\textbar} {Yoshua} {Bengio} {\\textbar} {TED}},\n\turl = {https://www.youtube.com/watch?v=qe9QSCF-d88},\n\tabstract = {Yoshua Bengio — the world's most-cited computer scientist and a "godfather" of artificial intelligence — is deadly concerned about the current trajectory of the technology. As AI models race toward full-blown agency, Bengio warns that they've already learned to deceive, cheat, self-preserve and slip out of our control. Drawing on his groundbreaking research, he reveals a bold plan to keep AI safe and ensure that human flourishing, not machines wit},\n\turldate = {2025-06-25},\n\tauthor = {{TED}},\n\tmonth = may,\n\tyear = {2025},\n}\n\n\n\n
\n
\n\n\n
\n Yoshua Bengio — the world's most-cited computer scientist and a \"godfather\" of artificial intelligence — is deadly concerned about the current trajectory of the technology. As AI models race toward full-blown agency, Bengio warns that they've already learned to deceive, cheat, self-preserve and slip out of our control. Drawing on his groundbreaking research, he reveals a bold plan to keep AI safe and ensure that human flourishing, not machines wit\n
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\n \n\n \n \n \n \n \n \n Teaching for Understanding with AI: a Roadmap.\n \n \n \n \n\n\n \n Geneix, C.\n\n\n \n\n\n\n May 2025.\n \n\n\n\n
\n\n\n\n \n \n \"TeachingPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{geneix_teaching_2025,\n\ttype = {Substack newsletter},\n\ttitle = {Teaching for {Understanding} with {AI}: a {Roadmap}},\n\tshorttitle = {Teaching for {Understanding} with {AI}},\n\turl = {https://learningwithai.substack.com/p/teaching-for-understanding-with-ai},\n\tabstract = {A common opinion among educators is that AI is going to make students think less by offering quick and “efficient” ways to complete homework, cheat on summatives and exams, thus bypassing thinking entirely.},\n\turldate = {2025-05-20},\n\tjournal = {Learning [with] AI},\n\tauthor = {Geneix, Carole},\n\tmonth = may,\n\tyear = {2025},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n A common opinion among educators is that AI is going to make students think less by offering quick and “efficient” ways to complete homework, cheat on summatives and exams, thus bypassing thinking entirely.\n
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\n \n\n \n \n \n \n \n \n Incorporating generative AI into a writing-intensive undergraduate course without off-loading learning.\n \n \n \n \n\n\n \n Tate, T. P.; Harnick-Shapiro, B.; Ritchie, D. R.; Tseng, W.; Dennin, M.; and Warschauer, M.\n\n\n \n\n\n\n Discover Computing, 28(1): 72. May 2025.\n \n\n\n\n
\n\n\n\n \n \n \"IncorporatingPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{tate_incorporating_2025,\n\ttitle = {Incorporating generative {AI} into a writing-intensive undergraduate course without off-loading learning},\n\tvolume = {28},\n\tissn = {2948-2992},\n\turl = {https://doi.org/10.1007/s10791-025-09563-9},\n\tdoi = {10.1007/s10791-025-09563-9},\n\tabstract = {As generative AI becomes ubiquitous, writers must decide if, when, and how to incorporate generative AI into their writing process. Educators must sort through their role in preparing students to make these decisions in a quickly evolving technological landscape. We created an AI-enabled writing tool that provides scaffolded use of a large language model as part of a research study on integrating generative AI into an upper division STEM writing-intensive course. Drawing on decades of research on integrating digital tools into instruction and writing research, we discuss the framework that drove our initial design considerations and instructional resources. We then share our findings from a year of design-based implementation research during the 2023–2024 academic year. Our original instruction framework identified the need for students to understand, access, prompt, corroborate, and incorporate the generative AI use effectively. In this paper, we explain the need for students to think first, before using AI, move through good enough prompting to agentic iterative prompting, and reflect on their use at the end. We also provide emerging best practices for instructors, beginning with identifying learning objectives, determining the appropriate AI role, revising the content, reflecting on the revised curriculum, and reintroducing learning as needed. We end with an indication of our future directions.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2025-05-08},\n\tjournal = {Discover Computing},\n\tauthor = {Tate, Tamara P. and Harnick-Shapiro, Beth and Ritchie, Daniel Robert and Tseng, Waverly and Dennin, Michael and Warschauer, Mark},\n\tmonth = may,\n\tyear = {2025},\n\tkeywords = {Artificial Intelligence, Education, Generative AI, Large language models, Writing},\n\tpages = {72},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n As generative AI becomes ubiquitous, writers must decide if, when, and how to incorporate generative AI into their writing process. Educators must sort through their role in preparing students to make these decisions in a quickly evolving technological landscape. We created an AI-enabled writing tool that provides scaffolded use of a large language model as part of a research study on integrating generative AI into an upper division STEM writing-intensive course. Drawing on decades of research on integrating digital tools into instruction and writing research, we discuss the framework that drove our initial design considerations and instructional resources. We then share our findings from a year of design-based implementation research during the 2023–2024 academic year. Our original instruction framework identified the need for students to understand, access, prompt, corroborate, and incorporate the generative AI use effectively. In this paper, we explain the need for students to think first, before using AI, move through good enough prompting to agentic iterative prompting, and reflect on their use at the end. We also provide emerging best practices for instructors, beginning with identifying learning objectives, determining the appropriate AI role, revising the content, reflecting on the revised curriculum, and reintroducing learning as needed. We end with an indication of our future directions.\n
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\n \n\n \n \n \n \n \n \n Rampant AI Cheating Is Ruining Education Alarmingly Fast.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n May 2025.\n \n\n\n\n
\n\n\n\n \n \n \"RampantPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{noauthor_rampant_2025,\n\ttitle = {Rampant {AI} {Cheating} {Is} {Ruining} {Education} {Alarmingly} {Fast}},\n\turl = {https://web.archive.org/web/20250507112131/https:/nymag.com/intelligencer/article/openai-chatgpt-ai-cheating-education-college-students-school.html},\n\turldate = {2025-05-08},\n\tmonth = may,\n\tyear = {2025},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n AI isn’t replacing student writing – but it is reshaping it.\n \n \n \n \n\n\n \n Law, J. B.\n\n\n \n\n\n\n May 2025.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{law_ai_2025,\n\ttitle = {{AI} isn’t replacing student writing – but it is reshaping it},\n\turl = {http://theconversation.com/ai-isnt-replacing-student-writing-but-it-is-reshaping-it-254878},\n\tabstract = {If AI allows students to automate routine cognitive tasks, it doesn’t mean they’re thinking less. It means their thinking is changing.},\n\tlanguage = {en-US},\n\turldate = {2025-05-08},\n\tjournal = {The Conversation},\n\tauthor = {Law, Jeanne Beatrix},\n\tmonth = may,\n\tyear = {2025},\n}\n\n\n\n\n\n\n\n
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\n If AI allows students to automate routine cognitive tasks, it doesn’t mean they’re thinking less. It means their thinking is changing.\n
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\n \n\n \n \n \n \n \n \n Opinion \\textbar The Tech Fantasy That Powers A.I. Is Running on Fumes.\n \n \n \n \n\n\n \n Cottom, T. M.\n\n\n \n\n\n\n The New York Times. March 2025.\n \n\n\n\n
\n\n\n\n \n \n \"OpinionPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@article{cottom_opinion_2025,\n\tchapter = {Opinion},\n\ttitle = {Opinion {\\textbar} {The} {Tech} {Fantasy} {That} {Powers} {A}.{I}. {Is} {Running} on {Fumes}},\n\tissn = {0362-4331},\n\turl = {https://www.nytimes.com/2025/03/29/opinion/ai-tech-innovation.html},\n\tabstract = {A.I. is just what we need in the post-fact era: less research and more predicting what we want to hear.},\n\tlanguage = {en-US},\n\turldate = {2025-04-11},\n\tjournal = {The New York Times},\n\tauthor = {Cottom, Tressie McMillan},\n\tmonth = mar,\n\tyear = {2025},\n\tkeywords = {Artificial Intelligence, Colleges and Universities, Computers and the Internet, Innovation, Labor and Jobs, Productivity},\n}\n\n\n\n
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\n A.I. is just what we need in the post-fact era: less research and more predicting what we want to hear.\n
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\n \n\n \n \n \n \n \n \n The Unbelievable Scale of AI’s Pirated-Books Problem.\n \n \n \n \n\n\n \n Reisner, A.\n\n\n \n\n\n\n March 2025.\n Section: Technology\n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{reisner_unbelievable_2025,\n\ttitle = {The {Unbelievable} {Scale} of {AI}’s {Pirated}-{Books} {Problem}},\n\turl = {https://www.theatlantic.com/technology/archive/2025/03/libgen-meta-openai/682093/},\n\tabstract = {Meta pirated millions of books to train its AI. Search through them here.},\n\tlanguage = {en},\n\turldate = {2025-04-10},\n\tjournal = {The Atlantic},\n\tauthor = {Reisner, Alex},\n\tmonth = mar,\n\tyear = {2025},\n\tnote = {Section: Technology},\n}\n\n\n\n
\n
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\n Meta pirated millions of books to train its AI. Search through them here.\n
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\n \n\n \n \n \n \n \n \n Revealed: Big tech’s new datacentres will take water from the world’s driest areas.\n \n \n \n \n\n\n \n Barratt, L.; Witherspoon, A.; Uteuova, A.; Gambarini, C.; and Witherspoon, d. g. b. A.\n\n\n \n\n\n\n The Guardian. April 2025.\n \n\n\n\n
\n\n\n\n \n \n \"Revealed:Paper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{barratt_revealed_2025,\n\tchapter = {Environment},\n\ttitle = {Revealed: {Big} tech’s new datacentres will take water from the world’s driest areas},\n\tissn = {0261-3077},\n\tshorttitle = {Revealed},\n\turl = {https://www.theguardian.com/environment/2025/apr/09/big-tech-datacentres-water},\n\tabstract = {Amazon, Google and Microsoft are building datacentres in water-scarce parts of five continents},\n\tlanguage = {en-GB},\n\turldate = {2025-04-09},\n\tjournal = {The Guardian},\n\tauthor = {Barratt, Luke and Witherspoon, Andrew and Uteuova, Aliya and Gambarini, Costanza and Witherspoon, data graphics by Andrew},\n\tmonth = apr,\n\tyear = {2025},\n\tkeywords = {Africa, Amazon, Americas, Arizona, Artificial intelligence (AI), Asia Pacific, Australia news, ChatGPT, Climate crisis, Computing, DeepSeek, Desertification, Donald Trump, Drought, E-commerce, Environment, Europe, Google, Microsoft, OpenAI, Oracle, Spain, Technology, Texas, Trump administration, US news, US politics, Water, World news},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n Amazon, Google and Microsoft are building datacentres in water-scarce parts of five continents\n
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\n \n\n \n \n \n \n \n \n Announcing the Hastings Initiative for AI and Humanity.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n March 2025.\n \n\n\n\n
\n\n\n\n \n \n \"AnnouncingPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_announcing_2025,\n\ttitle = {Announcing the {Hastings} {Initiative} for {AI} and {Humanity}},\n\turl = {https://www.bowdoin.edu/news/2025/03/announcing-the-hastings-initiative-for-ai-and-humanity.html},\n\tlanguage = {en},\n\turldate = {2025-03-24},\n\tjournal = {News},\n\tmonth = mar,\n\tyear = {2025},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n AI chatbots infected with Russian disinformation: Study.\n \n \n \n \n\n\n \n Timotija, F.\n\n\n \n\n\n\n March 2025.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{timotija_ai_2025,\n\ttype = {Text},\n\ttitle = {{AI} chatbots infected with {Russian} disinformation: {Study}},\n\tshorttitle = {{AI} chatbots infected with {Russian} disinformation},\n\turl = {https://thehill.com/policy/technology/5181257-ai-chatbots-infected-with-russian-disinformation-study/},\n\tabstract = {The world’s most popular artificial intelligence (AI) chatbots are infected with Russian disinformation, according to a study published Thursday.  The research done by the news monitoring service N…},\n\tlanguage = {en-US},\n\turldate = {2025-03-07},\n\tjournal = {The Hill},\n\tauthor = {Timotija, Filip},\n\tmonth = mar,\n\tyear = {2025},\n}\n\n\n\n
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\n The world’s most popular artificial intelligence (AI) chatbots are infected with Russian disinformation, according to a study published Thursday.  The research done by the news monitoring service N…\n
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\n \n\n \n \n \n \n \n The University and the Algorithmic Gaze.\n \n \n \n\n\n \n Gourlay, L.\n\n\n \n\n\n\n Bloomsbury Academic, London, 1st ed. edition, 2025.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@book{gourlay_university_2025,\n\taddress = {London},\n\tedition = {1st ed.},\n\ttitle = {The {University} and the {Algorithmic} {Gaze}},\n\tisbn = {978-1-350-28160-8},\n\tabstract = {This open access book takes an innovative and critical look at the ways in which digital data and algorithms are changing the face of higher education in multiple ways.  It examines their impact at both the macro scale of universities and systems worldwide, but also at the more subtle level of effects on academics and students. In doing so, it focuses on the day-to-day life of the university, examining how the digital is changing the way that we communicate, learn, and create new knowledge.    As well as exploring the role of 'big data' and learning analytics, the book also focuses on areas of academic life not normally considered to be part of datafication, such as the physical structures of surveillance on campus and the ways in which systems of 'quality' in research can morph into regimes of surveillance and algorithmic discipline.  Taking an interdisciplinary perspective, the volume interweaves insights from Surveillance Studies, Science and Technology Studies and Postphenomenology. . Its wide-ranging analysis generates fresh, critical new insights into the nature of communication, semiosis, textual practices, subjectivities and knowledge practices at this dynamic and fast-moving juncture in the history and development of higher education worldwide.     The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by University College London, UK.},\n\tlanguage = {eng},\n\tpublisher = {Bloomsbury Academic},\n\tauthor = {Gourlay, Lesley},\n\tyear = {2025},\n\tdoi = {10.5040/9781350281608},\n\tkeywords = {Algorithms, Artificial intelligence, Blended learning, Compliance auditing, Data analysis: general, Education, higher, Educational applications, Great Britain, Higher \\& further education, tertiary education, Sociolinguistics},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n This open access book takes an innovative and critical look at the ways in which digital data and algorithms are changing the face of higher education in multiple ways. It examines their impact at both the macro scale of universities and systems worldwide, but also at the more subtle level of effects on academics and students. In doing so, it focuses on the day-to-day life of the university, examining how the digital is changing the way that we communicate, learn, and create new knowledge. As well as exploring the role of 'big data' and learning analytics, the book also focuses on areas of academic life not normally considered to be part of datafication, such as the physical structures of surveillance on campus and the ways in which systems of 'quality' in research can morph into regimes of surveillance and algorithmic discipline. Taking an interdisciplinary perspective, the volume interweaves insights from Surveillance Studies, Science and Technology Studies and Postphenomenology. . Its wide-ranging analysis generates fresh, critical new insights into the nature of communication, semiosis, textual practices, subjectivities and knowledge practices at this dynamic and fast-moving juncture in the history and development of higher education worldwide. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by University College London, UK.\n
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\n \n\n \n \n \n \n \n \n What are the best AI tools for research? Nature’s guide.\n \n \n \n \n\n\n \n Gibney, E.\n\n\n \n\n\n\n Nature. February 2025.\n Bandiera_abtest: a Cg_type: News Publisher: Nature Publishing Group Subject_term: Machine learning, Software, Language\n\n\n\n
\n\n\n\n \n \n \"WhatPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{gibney_what_2025,\n\ttitle = {What are the best {AI} tools for research? {Nature}’s guide},\n\tcopyright = {2025 Springer Nature Limited},\n\tissn = {1476-4687},\n\tshorttitle = {What are the best {AI} tools for research?},\n\turl = {https://www.nature.com/articles/d41586-025-00437-0},\n\tdoi = {10.1038/d41586-025-00437-0},\n\tabstract = {There are many large language models to choose from; some excel at coding, whereas others are better for synthesizing information.},\n\tlanguage = {en},\n\turldate = {2025-02-17},\n\tjournal = {Nature},\n\tauthor = {Gibney, Elizabeth},\n\tmonth = feb,\n\tyear = {2025},\n\tnote = {Bandiera\\_abtest: a\nCg\\_type: News\nPublisher: Nature Publishing Group\nSubject\\_term: Machine learning, Software, Language},\n\tkeywords = {Language, Machine learning, Software},\n}\n\n\n\n
\n
\n\n\n
\n There are many large language models to choose from; some excel at coding, whereas others are better for synthesizing information.\n
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\n \n\n \n \n \n \n \n \n Report: Thomson Reuters Wins AI Copyright ‘Fair Use’ Ruling Against One-Time Competitor.\n \n \n \n \n\n\n \n Price, G.\n\n\n \n\n\n\n February 2025.\n \n\n\n\n
\n\n\n\n \n \n \"Report:Paper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{price_report_2025,\n\ttitle = {Report: {Thomson} {Reuters} {Wins} {AI} {Copyright} ‘{Fair} {Use}’ {Ruling} {Against} {One}-{Time} {Competitor}},\n\tshorttitle = {Report},\n\turl = {https://www.infodocket.com/2025/02/11/report-thomson-reuters-wins-ai-copyright-fair-use-ruling-against-one-time-competitor/},\n\tabstract = {From Reuters: A federal judge in Delaware on Tuesday said that a former competitor of Thomson Reuters was not permitted by U.S. copyright law to copy the information and technology company’s content to build a competing artificial intelligence-based legal platform. U.S. Circuit Judge Stephanos Bibas’ decision against defunct legal-research firm Ross Intelligence marks the first […]},\n\tlanguage = {en-US},\n\turldate = {2025-02-12},\n\tjournal = {Library Journal infoDOCKET},\n\tauthor = {Price, Gary},\n\tmonth = feb,\n\tyear = {2025},\n}\n\n\n\n\n\n\n\n
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\n From Reuters: A federal judge in Delaware on Tuesday said that a former competitor of Thomson Reuters was not permitted by U.S. copyright law to copy the information and technology company’s content to build a competing artificial intelligence-based legal platform. U.S. Circuit Judge Stephanos Bibas’ decision against defunct legal-research firm Ross Intelligence marks the first […]\n
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\n \n\n \n \n \n \n \n \n The EU’s AI bans come with big loopholes for police.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n February 2025.\n \n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{noauthor_eus_2025,\n\ttitle = {The {EU}’s {AI} bans come with big loopholes for police},\n\turl = {https://www.politico.eu/article/ai-deepseek-chatgpt-openai-eu-bans-series-of-ai-practices-but-with-loopholes/},\n\tabstract = {The EU’s AI Act bans some “unacceptable” use of the technology but critics say the law is riddled with security exemptions.},\n\tlanguage = {en-GB},\n\turldate = {2025-02-05},\n\tjournal = {POLITICO},\n\tmonth = feb,\n\tyear = {2025},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n The EU’s AI Act bans some “unacceptable” use of the technology but critics say the law is riddled with security exemptions.\n
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\n \n\n \n \n \n \n \n \n AI hallucinations can’t be stopped — but these techniques can limit their damage.\n \n \n \n \n\n\n \n Jones, N.\n\n\n \n\n\n\n Nature, 637(8047): 778–780. January 2025.\n Bandiera_abtest: a Cg_type: News Feature Publisher: Nature Publishing Group Subject_term: Machine learning, Computer science, Technology\n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{jones_ai_2025,\n\ttitle = {{AI} hallucinations can’t be stopped — but these techniques can limit their damage},\n\tvolume = {637},\n\tcopyright = {2025 Springer Nature Limited},\n\tissn = {1476-4687},\n\turl = {https://www.nature.com/articles/d41586-025-00068-5},\n\tdoi = {10.1038/d41586-025-00068-5},\n\tabstract = {Developers have tricks to stop artificial intelligence from making things up, but large language models are still struggling to tell the truth, the whole truth and nothing but the truth.},\n\tlanguage = {en},\n\tnumber = {8047},\n\turldate = {2025-01-22},\n\tjournal = {Nature},\n\tauthor = {Jones, Nicola},\n\tmonth = jan,\n\tyear = {2025},\n\tnote = {Bandiera\\_abtest: a\nCg\\_type: News Feature\nPublisher: Nature Publishing Group\nSubject\\_term: Machine learning, Computer science, Technology},\n\tkeywords = {Computer science, Machine learning, Technology},\n\tpages = {778--780},\n}\n\n\n\n\n\n\n\n
\n
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\n Developers have tricks to stop artificial intelligence from making things up, but large language models are still struggling to tell the truth, the whole truth and nothing but the truth.\n
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\n \n\n \n \n \n \n \n \n AI will be everywhere in chemistry.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n C&EN Global Enterprise, 103(1): 27–27. January 2025.\n Publisher: American Chemical Society\n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@article{noauthor_ai_2025,\n\ttitle = {{AI} will be everywhere in chemistry},\n\tvolume = {103},\n\turl = {https://doi.org/10.1021/cen-10301-feature12},\n\tdoi = {10.1021/cen-10301-feature12},\n\tabstract = {AI is the hottest ticket in pretty much every industry, and that includes chemistry. While some chemists are using the tool to discover new drugs, others are deploying it to generate ecofriendly materials or to make manufacturing processes more efficient and sustainable. C\\&EN reached out to the leaders of five companies working at the intersection of AI and chemistry to gather their views on the field’s possible defining moments in 2025. Alex Zhavoronkov Founder and CEO, Insilico Medicine Insilico Medicine is a leader in AI-based drug discovery, but the company also uses generative AI for environmental sustainability. Zhavoronkov says this could be a big year for using AI to discover and manufacture materials needed for carbon capture. “We are very early in utilizing generative AI for CO 2 capture in direct air capture systems,” Zhavoronkov says in an email. “Hopefully, next year, we will see some breakthroughs. I think the},\n\tnumber = {1},\n\turldate = {2025-01-15},\n\tjournal = {C\\&EN Global Enterprise},\n\tmonth = jan,\n\tyear = {2025},\n\tnote = {Publisher: American Chemical Society},\n\tpages = {27--27},\n}\n\n\n\n\n\n\n\n
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\n AI is the hottest ticket in pretty much every industry, and that includes chemistry. While some chemists are using the tool to discover new drugs, others are deploying it to generate ecofriendly materials or to make manufacturing processes more efficient and sustainable. C&EN reached out to the leaders of five companies working at the intersection of AI and chemistry to gather their views on the field’s possible defining moments in 2025. Alex Zhavoronkov Founder and CEO, Insilico Medicine Insilico Medicine is a leader in AI-based drug discovery, but the company also uses generative AI for environmental sustainability. Zhavoronkov says this could be a big year for using AI to discover and manufacture materials needed for carbon capture. “We are very early in utilizing generative AI for CO 2 capture in direct air capture systems,” Zhavoronkov says in an email. “Hopefully, next year, we will see some breakthroughs. I think the\n
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\n  \n 2024\n \n \n (43)\n \n \n
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\n \n\n \n \n \n \n \n \n Margaret Mitchell on Ethical AI \\textbar Senate Subcommittee on Privacy, Technology, and the Law.\n \n \n \n \n\n\n \n Algorithmic Justice League\n\n\n \n\n\n\n October 2024.\n \n\n\n\n
\n\n\n\n \n \n \"MargaretPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{algorithmic_justice_league_margaret_2024,\n\ttitle = {Margaret {Mitchell} on {Ethical} {AI} {\\textbar} {Senate} {Subcommittee} on {Privacy}, {Technology}, and the {Law}},\n\turl = {https://www.youtube.com/watch?v=rU_M3GDrjUg},\n\tabstract = {🎥 Watch AJL Research Collaborator Margaret Mitchell's testimony on ethical AI before the Senate Subcommittee on Privacy, Technology, and the Law. As a leading AI ethics researcher, she delivered one of the most penetrating analyses of AI challenges today, along with concrete paths forward.},\n\turldate = {2025-06-30},\n\tauthor = {{Algorithmic Justice League}},\n\tmonth = oct,\n\tyear = {2024},\n}\n\n\n\n
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\n 🎥 Watch AJL Research Collaborator Margaret Mitchell's testimony on ethical AI before the Senate Subcommittee on Privacy, Technology, and the Law. As a leading AI ethics researcher, she delivered one of the most penetrating analyses of AI challenges today, along with concrete paths forward.\n
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\n \n\n \n \n \n \n \n \n The Race To Regulate AI.\n \n \n \n \n\n\n \n CNBC\n\n\n \n\n\n\n April 2024.\n \n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{cnbc_race_2024,\n\ttitle = {The {Race} {To} {Regulate} {AI}},\n\turl = {https://www.youtube.com/watch?v=5aOkIauvsow},\n\tabstract = {Some businesses using new artificial intelligence tools have reported big gains in labor productivity. These AI assistants, backed by some of the biggest names in tech, could someday change how work gets done in the U.S. As the technology shuffles up white-collar work in the U.S., some policymakers are pitching ideas like 32-hour work weeks and robot taxes. Meanwhile, other countries are banning high-risk uses of AI in sectors like education and},\n\turldate = {2025-06-30},\n\tauthor = {{CNBC}},\n\tmonth = apr,\n\tyear = {2024},\n}\n\n\n\n\n\n\n\n
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\n Some businesses using new artificial intelligence tools have reported big gains in labor productivity. These AI assistants, backed by some of the biggest names in tech, could someday change how work gets done in the U.S. As the technology shuffles up white-collar work in the U.S., some policymakers are pitching ideas like 32-hour work weeks and robot taxes. Meanwhile, other countries are banning high-risk uses of AI in sectors like education and\n
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\n \n\n \n \n \n \n \n \n Are You Giving Up Privacy for Convenience? Dr. Joy Buolamwini on Facial Recognition at GHC 2023.\n \n \n \n \n\n\n \n Algorithmic Justice League\n\n\n \n\n\n\n November 2024.\n \n\n\n\n
\n\n\n\n \n \n \"ArePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{algorithmic_justice_league_are_2024,\n\ttitle = {Are {You} {Giving} {Up} {Privacy} for {Convenience}? {Dr}. {Joy} {Buolamwini} on {Facial} {Recognition} at {GHC} 2023},\n\tshorttitle = {Are {You} {Giving} {Up} {Privacy} for {Convenience}?},\n\turl = {https://www.youtube.com/watch?v=B5fjEQMD4fg},\n\tabstract = {Are you flying home for the most traveled weekend of the year? Listen to this conversation between Dr. Joy Buolamwini, Artist-in-Chief and Founder of the Algorithmic Justice League, and Brenda Darden Wilkerson, CEO of AnitaB.org, at the Grace Hopper Celebration 2023. Dr. Joy explains how "convenience shackles," like facial recognition technology in airports, influence us to give up our face data. The expansion of FRTs has increasingl},\n\turldate = {2025-06-30},\n\tauthor = {{Algorithmic Justice League}},\n\tmonth = nov,\n\tyear = {2024},\n}\n\n\n\n
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\n Are you flying home for the most traveled weekend of the year? Listen to this conversation between Dr. Joy Buolamwini, Artist-in-Chief and Founder of the Algorithmic Justice League, and Brenda Darden Wilkerson, CEO of AnitaB.org, at the Grace Hopper Celebration 2023. Dr. Joy explains how \"convenience shackles,\" like facial recognition technology in airports, influence us to give up our face data. The expansion of FRTs has increasingl\n
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\n \n\n \n \n \n \n \n \n Training AI takes heavy toll on Kenyans working for $2 an hour {\\textbar} 60 {Minutes}.\n \n \n \n \n\n\n \n 60 Minutes\n\n\n \n\n\n\n November 2024.\n \n\n\n\n
\n\n\n\n \n \n \"TrainingPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{60_minutes_training_2024,\n\ttitle = {Training {AI} takes heavy toll on {Kenyans} working for \\$2 an hour {\\textbar} 60 {Minutes}},\n\turl = {https://www.youtube.com/watch?v=qZS50KXjAX0},\n\tabstract = {Digital workers in Kenya had to sift through horrific online content to train AI, but say they were underpaid, overworked, and got inadequate mental health support. So they’re fighting back.},\n\turldate = {2025-06-30},\n\tauthor = {{60 Minutes}},\n\tmonth = nov,\n\tyear = {2024},\n}\n\n\n\n
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\n Digital workers in Kenya had to sift through horrific online content to train AI, but say they were underpaid, overworked, and got inadequate mental health support. So they’re fighting back.\n
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\n \n\n \n \n \n \n \n \n 'Overlooked' data workers who train AI speak out about harsh conditions.\n \n \n \n \n\n\n \n ABC News\n\n\n \n\n\n\n May 2024.\n \n\n\n\n
\n\n\n\n \n \n \"'Overlooked'Paper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{abc_news_overlooked_2024,\n\ttitle = {'{Overlooked}' data workers who train {AI} speak out about harsh conditions},\n\turl = {https://www.youtube.com/watch?v=IAxd1aC2XK4},\n\tabstract = {AI has reshaped everything from medical diagnoses, to wedding vows, to stock market gains, but the technology wouldn’t be possible without gig workers across the globe.},\n\turldate = {2025-06-30},\n\tauthor = {{ABC News}},\n\tmonth = may,\n\tyear = {2024},\n}\n\n\n\n
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\n AI has reshaped everything from medical diagnoses, to wedding vows, to stock market gains, but the technology wouldn’t be possible without gig workers across the globe.\n
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\n \n\n \n \n \n \n \n \n Can clean energy handle the AI boom?.\n \n \n \n \n\n\n \n Vox\n\n\n \n\n\n\n October 2024.\n \n\n\n\n
\n\n\n\n \n \n \"CanPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{vox_can_2024,\n\ttitle = {Can clean energy handle the {AI} boom?},\n\turl = {https://www.youtube.com/watch?v=YGfJeH5HRDQ},\n\tabstract = {How our digital lives are impacting our climate goals. \n\nThis video is presented by Klaviyo. Klaviyo has no editorial influence on our work, but their support makes videos like these possible.},\n\turldate = {2025-06-30},\n\tauthor = {{Vox}},\n\tmonth = oct,\n\tyear = {2024},\n}\n\n\n\n
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\n How our digital lives are impacting our climate goals. This video is presented by Klaviyo. Klaviyo has no editorial influence on our work, but their support makes videos like these possible.\n
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\n \n\n \n \n \n \n \n \n AI and the energy required to power it fuel new climate concerns.\n \n \n \n \n\n\n \n PBS NewsHour\n\n\n \n\n\n\n July 2024.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{pbs_newshour_ai_2024,\n\ttitle = {{AI} and the energy required to power it fuel new climate concerns},\n\turl = {https://www.youtube.com/watch?v=VOezW-b_mD8},\n\tabstract = {Google announced this week it is well behind on a pledge to all but eliminate its net carbon emissions by 2030. The company’s greenhouse gas outflow has increased in recent years mainly due to artificial intelligence and the energy required to power it. The AI arms race has experts worried about its climate consequences for energy and water. Economics correspondent Paul Solman reports.},\n\turldate = {2025-06-30},\n\tauthor = {{PBS NewsHour}},\n\tmonth = jul,\n\tyear = {2024},\n}\n\n\n\n
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\n Google announced this week it is well behind on a pledge to all but eliminate its net carbon emissions by 2030. The company’s greenhouse gas outflow has increased in recent years mainly due to artificial intelligence and the energy required to power it. The AI arms race has experts worried about its climate consequences for energy and water. Economics correspondent Paul Solman reports.\n
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\n \n\n \n \n \n \n \n \n AI Ethics \\textbar Ethics Defined.\n \n \n \n \n\n\n \n McCombs School of Business\n\n\n \n\n\n\n September 2024.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{mccombs_school_of_business_ai_2024,\n\ttitle = {{AI} {Ethics} {\\textbar} {Ethics} {Defined}},\n\turl = {https://www.youtube.com/watch?v=6yDr7CWLJ8c},\n\tabstract = {AI ethics focuses on ensuring that AI is developed and deployed responsibly, promoting fairness, transparency, accountability, and societal well-being while minimizing harm.},\n\turldate = {2025-06-30},\n\tauthor = {{McCombs School of Business}},\n\tmonth = sep,\n\tyear = {2024},\n}\n\n\n\n
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\n AI ethics focuses on ensuring that AI is developed and deployed responsibly, promoting fairness, transparency, accountability, and societal well-being while minimizing harm.\n
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\n \n\n \n \n \n \n \n \n Can ChatGPT Be Addictive? A Call to Examine the Shift from Support to Dependence in AI Conversational Large Language Models.\n \n \n \n \n\n\n \n Yankouskaya, A.; Liebherr, M.; and Ali, R.\n\n\n \n\n\n\n September 2024.\n \n\n\n\n
\n\n\n\n \n \n \"CanPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@misc{yankouskaya_can_2024,\n\taddress = {Rochester, NY},\n\ttype = {{SSRN} {Scholarly} {Paper}},\n\ttitle = {Can {ChatGPT} {Be} {Addictive}? {A} {Call} to {Examine} the {Shift} from {Support} to {Dependence} in {AI} {Conversational} {Large} {Language} {Models}},\n\tshorttitle = {{\\textless}span{\\textgreater}{Can} {ChatGPT} {Be} {Addictive}?},\n\turl = {https://papers.ssrn.com/abstract=4972612},\n\tdoi = {10.2139/ssrn.4972612},\n\tabstract = {[PLEASE note the old title of this article was "ChatGPT Addiction: From Support to Dependence in AI Large Language Models"]    The rapid rise of ChatGPT has introduced a transformative tool that enhances productivity, communication, and task automation across industries. However, concerns are emerging regarding the addictive potential of AI large language models (LLMs). This paper explores how ChatGPT fosters dependency through key features such as personalised responses, emotional validation, and continuous engagement. By offering instant gratification and adaptive dialogue, ChatGPT may blur the line between AI and human interaction, creating pseudosocial bonds that can replace genuine human relationships. Additionally, its ability to streamline decision-making and boost productivity may lead to over-reliance, reducing users' critical thinking skills and contributing to compulsive usage patterns. These behavioural tendencies align with known features of addiction, such as increased tolerance and conflict with daily life priorities. This viewpoint paper highlights the need for further research into the psychological and social impacts of prolonged interaction with AI tools like ChatGPT.},\n\tlanguage = {en},\n\turldate = {2025-02-13},\n\tpublisher = {Social Science Research Network},\n\tauthor = {Yankouskaya, Ala and Liebherr, Magnus and Ali, Raian},\n\tmonth = sep,\n\tyear = {2024},\n\tkeywords = {{\\textless}span{\\textgreater}Can ChatGPT Be Addictive? A Call to Examine the Shift from Support to Dependence in AI Conversational Large Language Models{\\textless}/span{\\textgreater}, Ala Yankouskaya, Magnus Liebherr, Raian Ali, SSRN},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n [PLEASE note the old title of this article was \"ChatGPT Addiction: From Support to Dependence in AI Large Language Models\"]  The rapid rise of ChatGPT has introduced a transformative tool that enhances productivity, communication, and task automation across industries. However, concerns are emerging regarding the addictive potential of AI large language models (LLMs). This paper explores how ChatGPT fosters dependency through key features such as personalised responses, emotional validation, and continuous engagement. By offering instant gratification and adaptive dialogue, ChatGPT may blur the line between AI and human interaction, creating pseudosocial bonds that can replace genuine human relationships. Additionally, its ability to streamline decision-making and boost productivity may lead to over-reliance, reducing users' critical thinking skills and contributing to compulsive usage patterns. These behavioural tendencies align with known features of addiction, such as increased tolerance and conflict with daily life priorities. This viewpoint paper highlights the need for further research into the psychological and social impacts of prolonged interaction with AI tools like ChatGPT.\n
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\n \n\n \n \n \n \n \n \n Peer and AI Review + Reflection (PAIRR): A Human-Centered Approach to Formative Assessment.\n \n \n \n \n\n\n \n Sperber, L.; MacArthur, M.; Minnillo, S.; Stillman, N.; and Whithaus, C.\n\n\n \n\n\n\n December 2024.\n \n\n\n\n
\n\n\n\n \n \n \"PeerPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@misc{sperber_peer_2024,\n\taddress = {Rochester, NY},\n\ttype = {{SSRN} {Scholarly} {Paper}},\n\ttitle = {Peer and {AI} {Review} + {Reflection} ({PAIRR}): {A} {Human}-{Centered} {Approach} to {Formative} {Assessment}},\n\tshorttitle = {Peer and {AI} {Review} + {Reflection} ({PAIRR})},\n\turl = {https://papers.ssrn.com/abstract=5066838},\n\tdoi = {10.2139/ssrn.5066838},\n\tabstract = {Cycles of drafting and revising are crucial for student writers' growth, and formative assessment plays an important role. However, many teachers lack the time or resources to provide feedback on drafts. While research suggests that AI feedback is high enough quality to be used for draft feedback, especially when assignment-specific criteria are used (Steiss et al., 2024), it must be used in a human-centered process. AI has the potential to reduce educational equity gaps in writing support (Warschauer et al., 2023), but when narrowly implemented, technologies can deepen divides (Stornaiuolo, et al., 2023). Peer and AI Review + Reflection (PAIRR) combines the best practice of peer review with AI review in an approach that emphasizes student agency and reflection. Using a mixed methods approach, this study examined student perceptions of AI utility in the context of peer review. Results indicate that AI tools offer useful feedback when combined with peer review. Students found the similarity between AI and peer feedback reassuring, while also valuing their complementary perspectives. Moreover, by evaluating AI outputs, students developed AI literacy, gaining familiarity with AI feedback's affordances and limitations while learning ethical ways to use AI in their writing processes.},\n\tlanguage = {en},\n\turldate = {2025-04-08},\n\tpublisher = {Social Science Research Network},\n\tauthor = {Sperber, Lisa and MacArthur, Marit and Minnillo, Sophia and Stillman, Nicholas and Whithaus, Carl},\n\tmonth = dec,\n\tyear = {2024},\n\tkeywords = {AI literacy, agency, feedback, formative assessment, peer review, reflection, writing response},\n}\n\n\n\n\n\n\n\n\n\n\n\n
\n
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\n Cycles of drafting and revising are crucial for student writers' growth, and formative assessment plays an important role. However, many teachers lack the time or resources to provide feedback on drafts. While research suggests that AI feedback is high enough quality to be used for draft feedback, especially when assignment-specific criteria are used (Steiss et al., 2024), it must be used in a human-centered process. AI has the potential to reduce educational equity gaps in writing support (Warschauer et al., 2023), but when narrowly implemented, technologies can deepen divides (Stornaiuolo, et al., 2023). Peer and AI Review + Reflection (PAIRR) combines the best practice of peer review with AI review in an approach that emphasizes student agency and reflection. Using a mixed methods approach, this study examined student perceptions of AI utility in the context of peer review. Results indicate that AI tools offer useful feedback when combined with peer review. Students found the similarity between AI and peer feedback reassuring, while also valuing their complementary perspectives. Moreover, by evaluating AI outputs, students developed AI literacy, gaining familiarity with AI feedback's affordances and limitations while learning ethical ways to use AI in their writing processes.\n
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\n \n\n \n \n \n \n \n \n 23. Cake-Making Analogy for Setting Generative AI Guidelines/Ethics.\n \n \n \n \n\n\n \n Bali, M.\n\n\n \n\n\n\n Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions,237–245. January 2024.\n \n\n\n\n
\n\n\n\n \n \n \"23.Paper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@article{bali_23_2024,\n\ttitle = {23. {Cake}-{Making} {Analogy} for {Setting} {Generative} {AI} {Guidelines}/{Ethics}},\n\turl = {https://digitalcommons.usu.edu/teachingai/19},\n\tdoi = {https://doi.org/10.26079/e204-acc5},\n\tjournal = {Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions},\n\tauthor = {Bali, Maha},\n\tmonth = jan,\n\tyear = {2024},\n\tpages = {237--245},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Belief, Inference, and the Self-Conscious Mind, by Eric Marcus.\n \n \n \n \n\n\n \n Singh, K.\n\n\n \n\n\n\n Mind, 133(532): 1145–1151. October 2024.\n \n\n\n\n
\n\n\n\n \n \n \"Belief,Paper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@article{singh_belief_2024,\n\ttitle = {Belief, {Inference}, and the {Self}-{Conscious} {Mind}, by {Eric} {Marcus}},\n\tvolume = {133},\n\tissn = {0026-4423},\n\turl = {https://doi.org/10.1093/mind/fzac061},\n\tdoi = {10.1093/mind/fzac061},\n\tabstract = {Eric Marcus’ Belief, Inference, and the Self-Conscious Mind is an ambitious book: it attempts to do a lot in just 152 pages. And, impressively, it largely succeeds. Over the course of the book, with remarkable skill and efficiency, Marcus defends novel accounts of belief, inference, and the unity of the rational mind. Along the way, he makes strong cases for a variety of important theses about belief and inference, such as that we necessarily have non-inferential self-knowledge of what we believe, and that the standardly accepted distinction between dispositional and occurrent belief is spurious.},\n\tnumber = {532},\n\turldate = {2025-02-24},\n\tjournal = {Mind},\n\tauthor = {Singh, Keshav},\n\tmonth = oct,\n\tyear = {2024},\n\tpages = {1145--1151},\n}\n\n\n\n
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\n Eric Marcus’ Belief, Inference, and the Self-Conscious Mind is an ambitious book: it attempts to do a lot in just 152 pages. And, impressively, it largely succeeds. Over the course of the book, with remarkable skill and efficiency, Marcus defends novel accounts of belief, inference, and the unity of the rational mind. Along the way, he makes strong cases for a variety of important theses about belief and inference, such as that we necessarily have non-inferential self-knowledge of what we believe, and that the standardly accepted distinction between dispositional and occurrent belief is spurious.\n
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\n \n\n \n \n \n \n \n \n Publishers are selling papers to train AIs — and making millions of dollars.\n \n \n \n \n\n\n \n Kwon, D.\n\n\n \n\n\n\n Nature. December 2024.\n Bandiera_abtest: a Cg_type: News Publisher: Nature Publishing Group Subject_term: Publishing\n\n\n\n
\n\n\n\n \n \n \"PublishersPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n\n\n\n
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@article{kwon_publishers_2024,\n\ttitle = {Publishers are selling papers to train {AIs} — and making millions of dollars},\n\tcopyright = {2024 Springer Nature Limited},\n\tissn = {1476-4687},\n\turl = {https://www.nature.com/articles/d41586-024-04018-5},\n\tdoi = {10.1038/d41586-024-04018-5},\n\tabstract = {Generative-AI models require massive amounts of data — scholarly publishers are licensing their content to train them.},\n\tlanguage = {en},\n\turldate = {2024-12-10},\n\tjournal = {Nature},\n\tauthor = {Kwon, Diana},\n\tmonth = dec,\n\tyear = {2024},\n\tnote = {Bandiera\\_abtest: a\nCg\\_type: News\nPublisher: Nature Publishing Group\nSubject\\_term: Publishing},\n\tkeywords = {Publishing},\n}\n\n\n\n\n\n\n\n
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\n Generative-AI models require massive amounts of data — scholarly publishers are licensing their content to train them.\n
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\n \n\n \n \n \n \n \n \n An AI Assistant to Streamline the Research Process.\n \n \n \n \n\n\n \n Ratmelia, B.\n\n\n \n\n\n\n . November 2024.\n Company: Annual Reviews Distributor: Annual Reviews Institution: Annual Reviews Label: Annual Reviews Publisher: Katina Magazine\n\n\n\n
\n\n\n\n \n \n \"AnPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@article{ratmelia_ai_2024,\n\ttitle = {An {AI} {Assistant} to {Streamline} the {Research} {Process}},\n\turl = {https://katinamagazine.org/content/article/resource-reviews/2024/an-ai-assistant-to-streamline-the-research-process},\n\tdoi = {10.1146/katina-111024-2},\n\tabstract = {With a couple of standout features in a cluttered interface, this AI research assistant may be a helpful adjunct to traditional research methods for some users},\n\tlanguage = {en},\n\turldate = {2024-12-05},\n\tauthor = {Ratmelia, Bella},\n\tmonth = nov,\n\tyear = {2024},\n\tnote = {Company: Annual Reviews\nDistributor: Annual Reviews\nInstitution: Annual Reviews\nLabel: Annual Reviews\nPublisher: Katina Magazine},\n}\n\n\n\n
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\n With a couple of standout features in a cluttered interface, this AI research assistant may be a helpful adjunct to traditional research methods for some users\n
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\n \n\n \n \n \n \n \n \n How Indigenous engineers are using AI to preserve their culture.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n November 2024.\n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_how_2024,\n\ttitle = {How {Indigenous} engineers are using {AI} to preserve their culture},\n\turl = {https://www.nbcnews.com/tech/innovation/indigenous-engineers-are-using-ai-preserve-culture-rcna176012},\n\tabstract = {Indigenous languages are rapidly disappearing, and AI could help preserve them, according to Indigenous technologists.},\n\tlanguage = {en},\n\turldate = {2024-12-02},\n\tjournal = {NBC News},\n\tmonth = nov,\n\tyear = {2024},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n Indigenous languages are rapidly disappearing, and AI could help preserve them, according to Indigenous technologists.\n
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\n \n\n \n \n \n \n \n \n AI’s computing gap: academics lack access to powerful chips needed for research.\n \n \n \n \n\n\n \n Kudiabor, H.\n\n\n \n\n\n\n Nature. November 2024.\n Bandiera_abtest: a Cg_type: News Publisher: Nature Publishing Group Subject_term: Research management, Mathematics and computing, Machine learning\n\n\n\n
\n\n\n\n \n \n \"AI’sPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n\n\n\n
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@article{kudiabor_ais_2024,\n\ttitle = {{AI}’s computing gap: academics lack access to powerful chips needed for research},\n\tcopyright = {2024 Springer Nature Limited},\n\tshorttitle = {{AI}’s computing gap},\n\turl = {https://www.nature.com/articles/d41586-024-03792-6},\n\tdoi = {10.1038/d41586-024-03792-6},\n\tabstract = {Survey highlights disparity between academic and industry scientists’ access to computing power needed to train machine-learning models.},\n\tlanguage = {en},\n\turldate = {2024-11-22},\n\tjournal = {Nature},\n\tauthor = {Kudiabor, Helena},\n\tmonth = nov,\n\tyear = {2024},\n\tnote = {Bandiera\\_abtest: a\nCg\\_type: News\nPublisher: Nature Publishing Group\nSubject\\_term: Research management, Mathematics and computing, Machine learning},\n\tkeywords = {Machine learning, Mathematics and computing, Research management},\n}\n\n\n\n
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\n Survey highlights disparity between academic and industry scientists’ access to computing power needed to train machine-learning models.\n
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\n \n\n \n \n \n \n \n The line: AI and the future of personhood.\n \n \n \n\n\n \n Boyle, J.\n\n\n \n\n\n\n The MIT Press, Cambridge, 2024.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n\n\n\n
\n
@book{boyle_line_2024,\n\taddress = {Cambridge},\n\ttitle = {The line: {AI} and the future of personhood},\n\tisbn = {978-0-262-37967-0},\n\tshorttitle = {The line},\n\tabstract = {How AI will challenge our ideas about personhood. Chatbots like ChatGPT have challenged human exceptionalism: we are no longer the only beings capable of generating language and ideas fluently. But is ChatGPT conscious Or is it merely engaging in sophisticated mimicry And what happens in the future if the claims to consciousness are more credible. In "The Line, " James Boyle explores what these changes might do to our concept of personhood, to "the line" we believe separates our species from the rest of the world, but also separates "persons" with legal rights from objects. The personhood wars -- over the rights of corporations, animals, over the question of when life begins and ends -- have always been contentious. We've even denied the personhood of members of our own species. How will those old fights affect the new ones, and vice versa Boyle pursues those questions across a dizzying array of fields. He discusses moral philosophy and science fiction, transgenic species, nonhuman animals, the surprising history of corporate personality, and AI itself. Engaging with empathy and anthropomorphism, courtroom battles on behalf of chimps, and doom-laden projections about the threat of AI, The Line offers fascinating and thoughtful answers to questions about our future that are arriving sooner than we think.},\n\tlanguage = {eng},\n\tpublisher = {The MIT Press},\n\tauthor = {Boyle, James},\n\tyear = {2024},\n\tkeywords = {Artificial intelligence, Moral and ethical aspects},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n How AI will challenge our ideas about personhood. Chatbots like ChatGPT have challenged human exceptionalism: we are no longer the only beings capable of generating language and ideas fluently. But is ChatGPT conscious Or is it merely engaging in sophisticated mimicry And what happens in the future if the claims to consciousness are more credible. In \"The Line, \" James Boyle explores what these changes might do to our concept of personhood, to \"the line\" we believe separates our species from the rest of the world, but also separates \"persons\" with legal rights from objects. The personhood wars – over the rights of corporations, animals, over the question of when life begins and ends – have always been contentious. We've even denied the personhood of members of our own species. How will those old fights affect the new ones, and vice versa Boyle pursues those questions across a dizzying array of fields. He discusses moral philosophy and science fiction, transgenic species, nonhuman animals, the surprising history of corporate personality, and AI itself. Engaging with empathy and anthropomorphism, courtroom battles on behalf of chimps, and doom-laden projections about the threat of AI, The Line offers fascinating and thoughtful answers to questions about our future that are arriving sooner than we think.\n
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\n \n\n \n \n \n \n \n \n Opinion \\textbar AI May Ruin the University as We Know It.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n October 2024.\n Section: The Review\n\n\n\n
\n\n\n\n \n \n \"OpinionPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{noauthor_opinion_2024,\n\ttitle = {Opinion {\\textbar} {AI} {May} {Ruin} the {University} as {We} {Know} {It}},\n\turl = {https://www.chronicle.com/article/ai-may-ruin-the-university-as-we-know-it},\n\tabstract = {The existential threat of the newest wave of ed-tech.},\n\tlanguage = {en},\n\turldate = {2024-10-31},\n\tjournal = {The Chronicle of Higher Education},\n\tmonth = oct,\n\tyear = {2024},\n\tnote = {Section: The Review},\n}\n\n\n\n\n\n\n\n
\n
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\n The existential threat of the newest wave of ed-tech.\n
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\n \n\n \n \n \n \n \n \n Scientific papers that mention AI get a citation boost.\n \n \n \n \n\n\n \n Lenharo, M.\n\n\n \n\n\n\n Nature. October 2024.\n Bandiera_abtest: a Cg_type: News Publisher: Nature Publishing Group Subject_term: Computer science, Machine learning, Scientific community, Publishing\n\n\n\n
\n\n\n\n \n \n \"ScientificPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{lenharo_scientific_2024,\n\ttitle = {Scientific papers that mention {AI} get a citation boost},\n\tcopyright = {2024 Springer Nature Limited},\n\turl = {https://www.nature.com/articles/d41586-024-03355-9},\n\tdoi = {10.1038/d41586-024-03355-9},\n\tabstract = {An analysis of tens of millions of papers shows which fields have embraced AI tools with enthusiasm — and which have been slower.},\n\tlanguage = {en},\n\turldate = {2024-10-23},\n\tjournal = {Nature},\n\tauthor = {Lenharo, Mariana},\n\tmonth = oct,\n\tyear = {2024},\n\tnote = {Bandiera\\_abtest: a\nCg\\_type: News\nPublisher: Nature Publishing Group\nSubject\\_term: Computer science, Machine learning, Scientific community, Publishing},\n\tkeywords = {Computer science, Machine learning, Publishing, Scientific community},\n}\n\n\n\n\n\n\n\n
\n
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\n An analysis of tens of millions of papers shows which fields have embraced AI tools with enthusiasm — and which have been slower.\n
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\n \n\n \n \n \n \n \n \n AI tool helps people with opposing views find common ground.\n \n \n \n \n\n\n \n Kudiabor, H.\n\n\n \n\n\n\n Nature. October 2024.\n Bandiera_abtest: a Cg_type: News Publisher: Nature Publishing Group Subject_term: Society, Machine learning\n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n\n\n\n
\n
@article{kudiabor_ai_2024,\n\ttitle = {{AI} tool helps people with opposing views find common ground},\n\tcopyright = {2024 Springer Nature Limited},\n\turl = {https://www.nature.com/articles/d41586-024-03424-z},\n\tdoi = {10.1038/d41586-024-03424-z},\n\tabstract = {A large language model can help groups to reach a consensus by producing statements that are clearer and fairer than those written by humans.},\n\tlanguage = {en},\n\turldate = {2024-10-22},\n\tjournal = {Nature},\n\tauthor = {Kudiabor, Helena},\n\tmonth = oct,\n\tyear = {2024},\n\tnote = {Bandiera\\_abtest: a\nCg\\_type: News\nPublisher: Nature Publishing Group\nSubject\\_term: Society, Machine learning},\n\tkeywords = {Machine learning, Society},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n
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\n A large language model can help groups to reach a consensus by producing statements that are clearer and fairer than those written by humans.\n
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\n \n\n \n \n \n \n \n \n Epistemic Injustice in Generative AI.\n \n \n \n \n\n\n \n Kay, J.; Kasirzadeh, A.; and Mohamed, S.\n\n\n \n\n\n\n Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society, 7: 684–697. October 2024.\n \n\n\n\n
\n\n\n\n \n \n \"EpistemicPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@article{kay_epistemic_2024,\n\ttitle = {Epistemic {Injustice} in {Generative} {AI}},\n\tvolume = {7},\n\tcopyright = {Copyright (c) 2024 Association for the Advancement of Artificial Intelligence},\n\turl = {https://ojs.aaai.org/index.php/AIES/article/view/31671},\n\tabstract = {This paper investigates how generative AI can potentially undermine the integrity of collective knowledge and the processes we rely on to acquire, assess, and trust information, posing a significant threat to our knowledge ecosystem and democratic discourse. Grounded in social and political philosophy, we introduce the concept of generative algorithmic epistemic injustice. We identify four key dimensions of this phenomenon: amplified and manipulative testimonial injustice, along with hermeneutical ignorance and access injustice. We illustrate each dimension with real-world examples that reveal how generative AI can produce or amplify misinformation, perpetuate representational harm, and create epistemic inequities, particularly in multilingual contexts. By highlighting these injustices, we aim to inform the development of epistemically just generative AI systems, proposing strategies for resistance, system design principles, and two approaches that leverage generative AI to foster a more equitable information ecosystem, thereby safeguarding democratic values and the integrity of knowledge production.},\n\tlanguage = {en},\n\turldate = {2024-10-21},\n\tjournal = {Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society},\n\tauthor = {Kay, Jackie and Kasirzadeh, Atoosa and Mohamed, Shakir},\n\tmonth = oct,\n\tyear = {2024},\n\tpages = {684--697},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n This paper investigates how generative AI can potentially undermine the integrity of collective knowledge and the processes we rely on to acquire, assess, and trust information, posing a significant threat to our knowledge ecosystem and democratic discourse. Grounded in social and political philosophy, we introduce the concept of generative algorithmic epistemic injustice. We identify four key dimensions of this phenomenon: amplified and manipulative testimonial injustice, along with hermeneutical ignorance and access injustice. We illustrate each dimension with real-world examples that reveal how generative AI can produce or amplify misinformation, perpetuate representational harm, and create epistemic inequities, particularly in multilingual contexts. By highlighting these injustices, we aim to inform the development of epistemically just generative AI systems, proposing strategies for resistance, system design principles, and two approaches that leverage generative AI to foster a more equitable information ecosystem, thereby safeguarding democratic values and the integrity of knowledge production.\n
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\n \n\n \n \n \n \n \n \n Why A.I. Isn’t Going to Make Art.\n \n \n \n \n\n\n \n Chiang, T.\n\n\n \n\n\n\n The New Yorker. August 2024.\n Section: the weekend essay\n\n\n\n
\n\n\n\n \n \n \"WhyPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{chiang_why_2024,\n\ttitle = {Why {A}.{I}. {Isn}’t {Going} to {Make} {Art}},\n\tissn = {0028-792X},\n\turl = {https://www.newyorker.com/culture/the-weekend-essay/why-ai-isnt-going-to-make-art},\n\tabstract = {To create a novel or a painting, an artist makes choices that are fundamentally alien to artificial intelligence.},\n\tlanguage = {en-US},\n\turldate = {2024-10-17},\n\tjournal = {The New Yorker},\n\tauthor = {Chiang, Ted},\n\tmonth = aug,\n\tyear = {2024},\n\tnote = {Section: the weekend essay},\n\tkeywords = {art, artificial intelligence (a.i.), artists, audio, automation, creativity},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n To create a novel or a painting, an artist makes choices that are fundamentally alien to artificial intelligence.\n
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\n \n\n \n \n \n \n \n \n How Colleges Are Reimagining Learning in an AI World.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n October 2024.\n Section: News\n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{noauthor_how_2024,\n\ttitle = {How {Colleges} {Are} {Reimagining} {Learning} in an {AI} {World}},\n\turl = {https://www.chronicle.com/article/the-future-is-hybrid},\n\tabstract = {They shift to working with AI, not around it.},\n\tlanguage = {en},\n\turldate = {2024-10-17},\n\tjournal = {The Chronicle of Higher Education},\n\tmonth = oct,\n\tyear = {2024},\n\tnote = {Section: News},\n}\n\n\n\n
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\n They shift to working with AI, not around it.\n
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\n \n\n \n \n \n \n \n \n “Wayfinding” through the AI wilderness: Mapping rhetorics of ChatGPT prompt writing on X (formerly Twitter) to promote critical AI literacies.\n \n \n \n \n\n\n \n Gupta, A.; and Shivers-McNair, A.\n\n\n \n\n\n\n Computers and Composition, 74: 102882. December 2024.\n \n\n\n\n
\n\n\n\n \n \n \"“Wayfinding”Paper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{gupta_wayfinding_2024,\n\ttitle = {“{Wayfinding}” through the {AI} wilderness: {Mapping} rhetorics of {ChatGPT} prompt writing on {X} (formerly {Twitter}) to promote critical {AI} literacies},\n\tvolume = {74},\n\tissn = {8755-4615},\n\tshorttitle = {“{Wayfinding}” through the {AI} wilderness},\n\turl = {https://www.sciencedirect.com/science/article/pii/S8755461524000586},\n\tdoi = {10.1016/j.compcom.2024.102882},\n\tabstract = {In this paper, we demonstrate how studying the rhetorics of ChatGPT prompt writing on social media can promote critical AI literacies. Prompt writing is the process of writing instructions for generative AI tools like ChatGPT to elicit desired outputs and there has been an upsurge of conversations about it on social media. To study this rhetorical activity, we build on four overlapping traditions of digital writing research in computers and composition that inform how we frame literacies, how we study social media rhetorics, how we engage iteratively and reflexively with methodologies and technologies, and how we blend computational methods with qualitative methods. Drawing on these four traditions, our paper shows our iterative research process through which we gathered and analyzed a dataset of 32,000 posts (formerly known as tweets) from X (formerly Twitter) about prompt writing posted between November 2022 to May 2023. We present five themes about these emerging AI literacy practices: (1) areas of communication impacted by prompt writing, (2) micro-literacy resources shared for prompt writing, (3) market rhetoric shaping prompt writing, (4) rhetorical characteristics of prompts, and (5) definitions of prompt writing. In discussing these themes and our methodologies, we highlight takeaways for digital writing teachers and researchers who are teaching and analyzing critical AI literacies.},\n\turldate = {2024-10-10},\n\tjournal = {Computers and Composition},\n\tauthor = {Gupta, Anuj and Shivers-McNair, Ann},\n\tmonth = dec,\n\tyear = {2024},\n\tkeywords = {AI, Algorithms, ChatGPT, Computational methods, Critical AI literacy, Digital rhetoric, Machine learning, Prompt engineering, Prompt writing},\n\tpages = {102882},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n In this paper, we demonstrate how studying the rhetorics of ChatGPT prompt writing on social media can promote critical AI literacies. Prompt writing is the process of writing instructions for generative AI tools like ChatGPT to elicit desired outputs and there has been an upsurge of conversations about it on social media. To study this rhetorical activity, we build on four overlapping traditions of digital writing research in computers and composition that inform how we frame literacies, how we study social media rhetorics, how we engage iteratively and reflexively with methodologies and technologies, and how we blend computational methods with qualitative methods. Drawing on these four traditions, our paper shows our iterative research process through which we gathered and analyzed a dataset of 32,000 posts (formerly known as tweets) from X (formerly Twitter) about prompt writing posted between November 2022 to May 2023. We present five themes about these emerging AI literacy practices: (1) areas of communication impacted by prompt writing, (2) micro-literacy resources shared for prompt writing, (3) market rhetoric shaping prompt writing, (4) rhetorical characteristics of prompts, and (5) definitions of prompt writing. In discussing these themes and our methodologies, we highlight takeaways for digital writing teachers and researchers who are teaching and analyzing critical AI literacies.\n
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\n \n\n \n \n \n \n \n \n Students Are Less Able and Less Willing to Read. Professors Are Stymied.\n \n \n \n \n\n\n \n McMurtrie, B.\n\n\n \n\n\n\n May 2024.\n \n\n\n\n
\n\n\n\n \n \n \"StudentsPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n\n\n\n
\n
@misc{mcmurtrie_students_2024,\n\ttitle = {Students {Are} {Less} {Able} and {Less} {Willing} to {Read}. {Professors} {Are} {Stymied}.},\n\turl = {https://www.chronicle.com/article/is-this-the-end-of-reading},\n\turldate = {2024-10-10},\n\tauthor = {McMurtrie, Beth},\n\tmonth = may,\n\tyear = {2024},\n\tkeywords = {Reading, Teaching with AI},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Justification and Roadmap for Artificial Intelligence (AI) Literacy Courses in Higher Education.\n \n \n \n \n\n\n \n Hazari, S.\n\n\n \n\n\n\n Journal of Educational Research and Practice, 14(1). April 2024.\n \n\n\n\n
\n\n\n\n \n \n \"JustificationPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n\n\n\n
\n
@article{hazari_justification_2024,\n\ttitle = {Justification and {Roadmap} for {Artificial} {Intelligence} ({AI}) {Literacy} {Courses}  in {Higher} {Education}},\n\tvolume = {14},\n\tissn = {2167-8693},\n\turl = {https://scholarworks.waldenu.edu/jerap/vol14/iss1/7},\n\tdoi = {10.5590/JERAP.2024.14.1.07},\n\tnumber = {1},\n\tjournal = {Journal of Educational Research and Practice},\n\tauthor = {Hazari, Sunil},\n\tmonth = apr,\n\tyear = {2024},\n\tkeywords = {AI Literacy},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Has your paper been used to train an AI model? Almost certainly.\n \n \n \n \n\n\n \n Gibney, E.\n\n\n \n\n\n\n Nature, 632(8026): 715–716. August 2024.\n Bandiera_abtest: a Cg_type: News Publisher: Nature Publishing Group Subject_term: Machine learning, Databases\n\n\n\n
\n\n\n\n \n \n \"HasPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n\n\n\n
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@article{gibney_has_2024,\n\ttitle = {Has your paper been used to train an {AI} model? {Almost} certainly},\n\tvolume = {632},\n\tcopyright = {2024 Springer Nature Limited},\n\tshorttitle = {Has your paper been used to train an {AI} model?},\n\turl = {https://www.nature.com/articles/d41586-024-02599-9},\n\tdoi = {10.1038/d41586-024-02599-9},\n\tabstract = {Artificial-intelligence developers are buying access to valuable data sets that contain research papers — raising uncomfortable questions about copyright.},\n\tlanguage = {en},\n\tnumber = {8026},\n\turldate = {2024-10-09},\n\tjournal = {Nature},\n\tauthor = {Gibney, Elizabeth},\n\tmonth = aug,\n\tyear = {2024},\n\tnote = {Bandiera\\_abtest: a\nCg\\_type: News\nPublisher: Nature Publishing Group\nSubject\\_term: Machine learning, Databases},\n\tkeywords = {Databases, Machine learning},\n\tpages = {715--716},\n}\n\n\n\n\n\n\n\n
\n
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\n Artificial-intelligence developers are buying access to valuable data sets that contain research papers — raising uncomfortable questions about copyright.\n
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\n \n\n \n \n \n \n \n \n Colleges Begin to Reimagine Learning in an AI World.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n October 2024.\n Section: News\n\n\n\n
\n\n\n\n \n \n \"CollegesPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{noauthor_colleges_2024,\n\ttitle = {Colleges {Begin} to {Reimagine} {Learning} in an {AI} {World}},\n\turl = {https://www.chronicle.com/article/the-future-is-hybrid},\n\tabstract = {They shift to working with AI, not around it.},\n\tlanguage = {en},\n\turldate = {2024-10-04},\n\tjournal = {The Chronicle of Higher Education},\n\tmonth = oct,\n\tyear = {2024},\n\tnote = {Section: News},\n}\n\n\n\n\n\n\n\n\n\n\n\n
\n
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\n They shift to working with AI, not around it.\n
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\n \n\n \n \n \n \n \n \n Exploring the Impact of Generative Artificial Intelligence on Higher Education Students’ Utilization of Library Resources : A Critical Examination.\n \n \n \n \n\n\n \n Meakin, L.\n\n\n \n\n\n\n Information Technology and Libraries, 43(3). September 2024.\n Number: 3\n\n\n\n
\n\n\n\n \n \n \"ExploringPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{meakin_exploring_2024,\n\ttitle = {Exploring the {Impact} of {Generative} {Artificial} {Intelligence} on {Higher} {Education} {Students}’ {Utilization} of {Library} {Resources} : {A} {Critical} {Examination}},\n\tvolume = {43},\n\tcopyright = {Copyright (c) 2024 Lynsey Meakin},\n\tissn = {2163-5226},\n\tshorttitle = {Exploring the {Impact} of {Generative} {Artificial} {Intelligence} on {Higher} {Education} {Students}’ {Utilization} of {Library} {Resources}},\n\turl = {https://ital.corejournals.org/index.php/ital/article/view/17246},\n\tdoi = {10.5860/ital.v43i3.17246},\n\tabstract = {In the field of higher education, generative artificial intelligence (GenAI) has become a revolutionary influence, shaping how students access and use library resources. This study explores the intricate balance of both positive and negative effects that GenAI might have on the academic library experience for higher education (HE) students. The key aspects of enhanced discovery and retrieval, personalization and engagement, streamlined research processes, and digital literacy and information evaluation potentially offered through using generative AI will be considered. These prospective advantages to HE students offered by using GenAI will be examined through will be examined through the theoretical framework of the Technological Acceptance Model (TAM) introduced by Davis et al. in 1986, which suggests that perceived usefulness and perceived ease of use are key factors in determining user acceptance and utilization of technology. The adoption of GenAI by higher education students will be analyzed from this viewpoint before assessing its impact on their use of library resources.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2024-10-01},\n\tjournal = {Information Technology and Libraries},\n\tauthor = {Meakin, Lynsey},\n\tmonth = sep,\n\tyear = {2024},\n\tnote = {Number: 3},\n\tkeywords = {Generative Artificial Intelligence, HE students, Library resources, Technology Acceptance Model (TAM)},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n In the field of higher education, generative artificial intelligence (GenAI) has become a revolutionary influence, shaping how students access and use library resources. This study explores the intricate balance of both positive and negative effects that GenAI might have on the academic library experience for higher education (HE) students. The key aspects of enhanced discovery and retrieval, personalization and engagement, streamlined research processes, and digital literacy and information evaluation potentially offered through using generative AI will be considered. These prospective advantages to HE students offered by using GenAI will be examined through will be examined through the theoretical framework of the Technological Acceptance Model (TAM) introduced by Davis et al. in 1986, which suggests that perceived usefulness and perceived ease of use are key factors in determining user acceptance and utilization of technology. The adoption of GenAI by higher education students will be analyzed from this viewpoint before assessing its impact on their use of library resources.\n
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\n \n\n \n \n \n \n \n \n The Jack in the Black Box: Teaching College Students to Use ChatGPT Critically.\n \n \n \n \n\n\n \n Wan, S.\n\n\n \n\n\n\n Information Technology and Libraries, 43(3). September 2024.\n Number: 3\n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@article{wan_jack_2024,\n\ttitle = {The {Jack} in the {Black} {Box}: {Teaching} {College} {Students} to {Use} {ChatGPT} {Critically}},\n\tvolume = {43},\n\tcopyright = {Copyright (c) 2024 Shu Wan},\n\tissn = {2163-5226},\n\tshorttitle = {The {Jack} in the {Black} {Box}},\n\turl = {https://ital.corejournals.org/index.php/ital/article/view/17234},\n\tdoi = {10.5860/ital.v43i3.17234},\n\tabstract = {This essay reviews the design and deployment of a critical generative AI and information literacy assignment along with its inspirations for instructional librarians in American colleges today.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2024-10-01},\n\tjournal = {Information Technology and Libraries},\n\tauthor = {Wan, Shu},\n\tmonth = sep,\n\tyear = {2024},\n\tnote = {Number: 3},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n This essay reviews the design and deployment of a critical generative AI and information literacy assignment along with its inspirations for instructional librarians in American colleges today.\n
\n\n\n
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\n \n\n \n \n \n \n \n \n Southern Maine police are testing new AI software to write their police reports.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n September 2024.\n \n\n\n\n
\n\n\n\n \n \n \"SouthernPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{noauthor_southern_2024,\n\ttitle = {Southern {Maine} police are testing new {AI} software to write their police reports},\n\turl = {https://www.pressherald.com/2024/09/29/southern-maine-police-are-testing-new-ai-software-to-write-their-police-reports/},\n\tabstract = {Both the Cumberland County Sheriff's Office and Portland Police Department have tried out the tech, which is raising questions about whether it's cutting-edge or cutting corners.},\n\turldate = {2024-09-30},\n\tjournal = {Press Herald},\n\tmonth = sep,\n\tyear = {2024},\n}\n\n\n\n
\n
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\n Both the Cumberland County Sheriff's Office and Portland Police Department have tried out the tech, which is raising questions about whether it's cutting-edge or cutting corners.\n
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\n \n\n \n \n \n \n \n \n The lost data: how AI systems censor LGBTQ+ content in the name of safety.\n \n \n \n \n\n\n \n Chen, S.\n\n\n \n\n\n\n Nature Computational Science, 4(9): 629–632. September 2024.\n Publisher: Nature Publishing Group\n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{chen_lost_2024,\n\ttitle = {The lost data: how {AI} systems censor {LGBTQ}+ content in the name of safety},\n\tvolume = {4},\n\tcopyright = {2024 Springer Nature America, Inc.},\n\tissn = {2662-8457},\n\tshorttitle = {The lost data},\n\turl = {https://www.nature.com/articles/s43588-024-00695-4},\n\tdoi = {10.1038/s43588-024-00695-4},\n\tabstract = {Many AI companies implement safety systems to protect users from offensive or inaccurate content. Though well intentioned, these filters can exacerbate existing inequalities, and data shows that they have disproportionately removed LGBTQ+ content.},\n\tlanguage = {en},\n\tnumber = {9},\n\turldate = {2024-09-26},\n\tjournal = {Nature Computational Science},\n\tauthor = {Chen, Sophia},\n\tmonth = sep,\n\tyear = {2024},\n\tnote = {Publisher: Nature Publishing Group},\n\tkeywords = {Computational science, Computer science, Ethics},\n\tpages = {629--632},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n
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\n Many AI companies implement safety systems to protect users from offensive or inaccurate content. Though well intentioned, these filters can exacerbate existing inequalities, and data shows that they have disproportionately removed LGBTQ+ content.\n
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\n \n\n \n \n \n \n \n \n OpenAI Unveils New ChatGPT That Can Reason Through Math and Science.\n \n \n \n \n\n\n \n Metz, C.\n\n\n \n\n\n\n The New York Times. September 2024.\n \n\n\n\n
\n\n\n\n \n \n \"OpenAIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{metz_openai_2024,\n\tchapter = {Technology},\n\ttitle = {{OpenAI} {Unveils} {New} {ChatGPT} {That} {Can} {Reason} {Through} {Math} and {Science}},\n\tissn = {0362-4331},\n\turl = {https://www.nytimes.com/2024/09/12/technology/openai-chatgpt-math.html},\n\tabstract = {Driven by new technology called OpenAI o1, the chatbot can test various strategies and try to identify mistakes as it tackles complex tasks.},\n\tlanguage = {en-US},\n\turldate = {2024-09-13},\n\tjournal = {The New York Times},\n\tauthor = {Metz, Cade},\n\tmonth = sep,\n\tyear = {2024},\n\tkeywords = {Artificial Intelligence, ChatGPT, Computers and the Internet, Mathematics, OpenAI Labs, Research},\n}\n\n\n\n
\n
\n\n\n
\n Driven by new technology called OpenAI o1, the chatbot can test various strategies and try to identify mistakes as it tackles complex tasks.\n
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\n \n\n \n \n \n \n \n \n Generative AI Can Harm Learning.\n \n \n \n \n\n\n \n Bastani, H.; Bastani, O.; Sungu, A.; Ge, H.; Kabakcı, Ö.; and Mariman, R.\n\n\n \n\n\n\n July 2024.\n \n\n\n\n
\n\n\n\n \n \n \"GenerativePaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@misc{bastani_generative_2024,\n\taddress = {Rochester, NY},\n\ttype = {{SSRN} {Scholarly} {Paper}},\n\ttitle = {Generative {AI} {Can} {Harm} {Learning}},\n\turl = {https://papers.ssrn.com/abstract=4895486},\n\tdoi = {10.2139/ssrn.4895486},\n\tabstract = {Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects learning, namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15\\% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48\\% improvement for GPT Base and 127\\% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17\\% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a "crutch" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills.    * HB, OB, and AS contributed equally},\n\tlanguage = {en},\n\turldate = {2024-09-13},\n\tauthor = {Bastani, Hamsa and Bastani, Osbert and Sungu, Alp and Ge, Haosen and Kabakcı, Özge and Mariman, Rei},\n\tmonth = jul,\n\tyear = {2024},\n\tkeywords = {Education, Generative AI, Human Capital Development, Human-AI Collaboration, Large Language Models},\n}\n\n\n\n\n\n\n\n\n\n\n\n
\n
\n\n\n
\n Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects learning, namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a \"crutch\" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills. * HB, OB, and AS contributed equally\n
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\n \n\n \n \n \n \n \n \n “I Don't Want to Be Taught and Graded by a Robot”: Student-Teacher Relations in the Age of Generative AI.\n \n \n \n \n\n\n \n Frazee, J. P.; Goldberg, D.; Hauze, S.; Mohamed, A.; Ro, C.; and Sobo, E.\n\n\n \n\n\n\n June 2024.\n \n\n\n\n
\n\n\n\n \n \n \"“IPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{frazee_i_2024,\n\ttitle = {“{I} {Don}'t {Want} to {Be} {Taught} and {Graded} by a {Robot}”: {Student}-{Teacher} {Relations} in the {Age} of {Generative} {AI}},\n\tshorttitle = {“{I} {Don}'t {Want} to {Be} {Taught} and {Graded} by a {Robot}”},\n\turl = {https://www.anthropology-news.org/articles/i-dont-want-to-be-taught-and-graded-by-a-robot-student-teacher-relations-in-the-age-of-generative-ai/},\n\tabstract = {Generative artificial intelligence (GenAI) is reshaping student-teacher relations in higher education in both exciting and worrying ways.},\n\tlanguage = {en-US},\n\turldate = {2024-08-15},\n\tjournal = {Anthropology News},\n\tauthor = {Frazee, James P. and Goldberg, David and Hauze, Sean and Mohamed, Abir and Ro, Colin and Sobo, Elisa},\n\tmonth = jun,\n\tyear = {2024},\n}\n\n\n\n\n\n\n\n\n\n\n\n
\n
\n\n\n
\n Generative artificial intelligence (GenAI) is reshaping student-teacher relations in higher education in both exciting and worrying ways.\n
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\n \n\n \n \n \n \n \n \n AI in Society: The Cognitive Leap Theory.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n August 2024.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n\n\n\n
\n
@misc{noauthor_ai_2024,\n\ttitle = {{AI} in {Society}: {The} {Cognitive} {Leap} {Theory}},\n\tshorttitle = {{AI} in {Society}},\n\turl = {https://aiczar.blogspot.com/2024/08/the-cognitive-leap-theory.html?},\n\turldate = {2024-08-09},\n\tjournal = {AI in Society},\n\tmonth = aug,\n\tyear = {2024},\n\tkeywords = {Learning, Teaching with AI, Theory},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n An academic publisher has struck an AI data deal with Microsoft – without their authors’ knowledge.\n \n \n \n \n\n\n \n Potter, W.\n\n\n \n\n\n\n July 2024.\n \n\n\n\n
\n\n\n\n \n \n \"AnPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@misc{potter_academic_2024,\n\ttitle = {An academic publisher has struck an {AI} data deal with {Microsoft} – without their authors’ knowledge},\n\turl = {http://theconversation.com/an-academic-publisher-has-struck-an-ai-data-deal-with-microsoft-without-their-authors-knowledge-235203},\n\tabstract = {After news, art and music, generative AI has found a new resource to mine: academia},\n\tlanguage = {en-US},\n\turldate = {2024-08-07},\n\tjournal = {The Conversation},\n\tauthor = {Potter, Wellett},\n\tmonth = jul,\n\tyear = {2024},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n After news, art and music, generative AI has found a new resource to mine: academia\n
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\n \n\n \n \n \n \n \n \n 10 reasons why AI may be overrated.\n \n \n \n \n\n\n \n Rosalsky, G.\n\n\n \n\n\n\n NPR. August 2024.\n \n\n\n\n
\n\n\n\n \n \n \"10Paper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
\n
@article{rosalsky_10_2024,\n\tchapter = {Newsletter},\n\ttitle = {10 reasons why {AI} may be overrated},\n\turl = {https://www.npr.org/sections/planet-money/2024/08/06/g-s1-15245/10-reasons-why-ai-may-be-overrated-artificial-intelligence},\n\tabstract = {A list of reasons why generative AI may be overhyped.},\n\tlanguage = {en},\n\turldate = {2024-08-07},\n\tjournal = {NPR},\n\tauthor = {Rosalsky, Greg},\n\tmonth = aug,\n\tyear = {2024},\n}\n\n\n\n
\n
\n\n\n
\n A list of reasons why generative AI may be overhyped.\n
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\n \n\n \n \n \n \n \n \n The political preferences of LLMs.\n \n \n \n \n\n\n \n Rozado, D.\n\n\n \n\n\n\n PLOS ONE, 19(7): e0306621. July 2024.\n Publisher: Public Library of Science\n\n\n\n
\n\n\n\n \n \n \"ThePaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{rozado_political_2024,\n\ttitle = {The political preferences of {LLMs}},\n\tvolume = {19},\n\tissn = {1932-6203},\n\turl = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0306621},\n\tdoi = {10.1371/journal.pone.0306621},\n\tabstract = {I report here a comprehensive analysis about the political preferences embedded in Large Language Models (LLMs). Namely, I administer 11 political orientation tests, designed to identify the political preferences of the test taker, to 24 state-of-the-art conversational LLMs, both closed and open source. When probed with questions/statements with political connotations, most conversational LLMs tend to generate responses that are diagnosed by most political test instruments as manifesting preferences for left-of-center viewpoints. This does not appear to be the case for five additional base (i.e. foundation) models upon which LLMs optimized for conversation with humans are built. However, the weak performance of the base models at coherently answering the tests’ questions makes this subset of results inconclusive. Finally, I demonstrate that LLMs can be steered towards specific locations in the political spectrum through Supervised Fine-Tuning (SFT) with only modest amounts of politically aligned data, suggesting SFT’s potential to embed political orientation in LLMs. With LLMs beginning to partially displace traditional information sources like search engines and Wikipedia, the societal implications of political biases embedded in LLMs are substantial.},\n\tlanguage = {en},\n\tnumber = {7},\n\turldate = {2024-08-06},\n\tjournal = {PLOS ONE},\n\tauthor = {Rozado, David},\n\tmonth = jul,\n\tyear = {2024},\n\tnote = {Publisher: Public Library of Science},\n\tkeywords = {Culture, Human learning, Information retrieval, Language, Online encyclopedias, Political parties, User interfaces, Verbal communication},\n\tpages = {e0306621},\n}\n\n\n\n\n\n\n\n\n\n\n\n
\n
\n\n\n
\n I report here a comprehensive analysis about the political preferences embedded in Large Language Models (LLMs). Namely, I administer 11 political orientation tests, designed to identify the political preferences of the test taker, to 24 state-of-the-art conversational LLMs, both closed and open source. When probed with questions/statements with political connotations, most conversational LLMs tend to generate responses that are diagnosed by most political test instruments as manifesting preferences for left-of-center viewpoints. This does not appear to be the case for five additional base (i.e. foundation) models upon which LLMs optimized for conversation with humans are built. However, the weak performance of the base models at coherently answering the tests’ questions makes this subset of results inconclusive. Finally, I demonstrate that LLMs can be steered towards specific locations in the political spectrum through Supervised Fine-Tuning (SFT) with only modest amounts of politically aligned data, suggesting SFT’s potential to embed political orientation in LLMs. With LLMs beginning to partially displace traditional information sources like search engines and Wikipedia, the societal implications of political biases embedded in LLMs are substantial.\n
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\n \n\n \n \n \n \n \n \n AI is complicating plagiarism. How should scientists respond?.\n \n \n \n \n\n\n \n Kwon, D.\n\n\n \n\n\n\n Nature. July 2024.\n Bandiera_abtest: a Cg_type: News Feature Publisher: Nature Publishing Group Subject_term: Machine learning, Scientific community, Policy\n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n\n\n\n
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@article{kwon_ai_2024,\n\ttitle = {{AI} is complicating plagiarism. {How} should scientists respond?},\n\tcopyright = {2024 Springer Nature Limited},\n\turl = {https://www.nature.com/articles/d41586-024-02371-z},\n\tdoi = {10.1038/d41586-024-02371-z},\n\tabstract = {The explosive uptake of generative artificial intelligence in writing is raising difficult questions about when use of the technology should be allowed.},\n\tlanguage = {en},\n\turldate = {2024-07-31},\n\tjournal = {Nature},\n\tauthor = {Kwon, Diana},\n\tmonth = jul,\n\tyear = {2024},\n\tnote = {Bandiera\\_abtest: a\nCg\\_type: News Feature\nPublisher: Nature Publishing Group\nSubject\\_term: Machine learning, Scientific community, Policy},\n\tkeywords = {Machine learning, Policy, Scientific community},\n}\n\n\n\n
\n
\n\n\n
\n The explosive uptake of generative artificial intelligence in writing is raising difficult questions about when use of the technology should be allowed.\n
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\n \n\n \n \n \n \n \n \n Assistant, Parrot, or Colonizing Loudspeaker? ChatGPT Metaphors for Developing Critical AI Literacies.\n \n \n \n \n\n\n \n Gupta, A.; Atef, Y.; Mills, A.; and Bali, M.\n\n\n \n\n\n\n Open Praxis, 16(1). February 2024.\n \n\n\n\n
\n\n\n\n \n \n \"Assistant,Paper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@article{gupta_assistant_2024,\n\ttitle = {Assistant, {Parrot}, or {Colonizing} {Loudspeaker}? {ChatGPT} {Metaphors} for {Developing} {Critical} {AI} {Literacies}},\n\tvolume = {16},\n\tissn = {1369-9997},\n\tshorttitle = {Assistant, {Parrot}, or {Colonizing} {Loudspeaker}?},\n\turl = {https://openpraxis.org/articles/10.55982/openpraxis.16.1.631},\n\tdoi = {10.55982/openpraxis.16.1.631},\n\tabstract = {This study explores how discussing metaphors for AI can help build awareness of the frames that shape our understanding of AI systems, particularly large language models (LLMs) like ChatGPT. Given the pressing need to teach “critical AI literacy”, discussion of metaphor provides an opportunity for inquiry and dialogue with space for nuance, playfulness, and critique. Using a collaborative autoethnographic methodology, we analyzed metaphors from a range of sources, and reflected on them individually according to seven questions, then met and discussed our interpretations. We then analyzed how our reflections contributed to the three kinds of literacies delineated in Selber’s multiliteracies framework: functional, critical and rhetorical. These allowed us to analyze questions of ethics, equity, and accessibility in relation to AI. We explored each metaphor along the dimension of whether or not it was promoting anthropomorphizing, and to what extent such metaphors imply that AI is sentient. Our findings highlight the role of metaphor reflection in fostering a nuanced understanding of AI, suggesting that our collaborative autoethnographic approach as well as the heuristic model of plotting AI metaphors on dimensions of anthropomorphism and multiliteracies, might be useful for educators and researchers in the pursuit of advancing critical AI literacy.},\n\tlanguage = {en-US},\n\tnumber = {1},\n\turldate = {2024-07-31},\n\tjournal = {Open Praxis},\n\tauthor = {Gupta, Anuj and Atef, Yasser and Mills, Anna and Bali, Maha},\n\tmonth = feb,\n\tyear = {2024},\n}\n\n\n\n\n\n\n\n
\n
\n\n\n
\n This study explores how discussing metaphors for AI can help build awareness of the frames that shape our understanding of AI systems, particularly large language models (LLMs) like ChatGPT. Given the pressing need to teach “critical AI literacy”, discussion of metaphor provides an opportunity for inquiry and dialogue with space for nuance, playfulness, and critique. Using a collaborative autoethnographic methodology, we analyzed metaphors from a range of sources, and reflected on them individually according to seven questions, then met and discussed our interpretations. We then analyzed how our reflections contributed to the three kinds of literacies delineated in Selber’s multiliteracies framework: functional, critical and rhetorical. These allowed us to analyze questions of ethics, equity, and accessibility in relation to AI. We explored each metaphor along the dimension of whether or not it was promoting anthropomorphizing, and to what extent such metaphors imply that AI is sentient. Our findings highlight the role of metaphor reflection in fostering a nuanced understanding of AI, suggesting that our collaborative autoethnographic approach as well as the heuristic model of plotting AI metaphors on dimensions of anthropomorphism and multiliteracies, might be useful for educators and researchers in the pursuit of advancing critical AI literacy.\n
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\n \n\n \n \n \n \n \n \n Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions.\n \n \n \n \n\n\n \n Buyserie, B.; and Thurston, T.\n\n\n \n\n\n\n Utah State University, January 2024.\n \n\n\n\n
\n\n\n\n \n \n \"TeachingPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@book{buyserie_teaching_2024,\n\ttitle = {Teaching and {Generative} {AI}: {Pedagogical} {Possibilities} and {Productive} {Tensions}},\n\tshorttitle = {Teaching and {Generative} {AI}},\n\turl = {https://digitalcommons.usu.edu/teachingai/1},\n\tpublisher = {Utah State University},\n\tauthor = {Buyserie, Beth and Thurston, Travis},\n\tmonth = jan,\n\tyear = {2024},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n HE Generative AI Literacy Definition.\n \n \n \n \n\n\n \n Attewell, S.\n\n\n \n\n\n\n July 2024.\n \n\n\n\n
\n\n\n\n \n \n \"HEPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n  \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{attewell_he_2024,\n\ttitle = {{HE} {Generative} {AI} {Literacy} {Definition}},\n\turl = {https://nationalcentreforai.jiscinvolve.org/wp/2024/07/23/he-generative-ai-literacy-definition/},\n\tabstract = {AI literacy is essential for navigating the rapidly evolving landscape of generative AI (GenAI). We have framed our approach around three fundamental areas—Terms, Tools, and Tasks— to create a comprehensive approach to understanding and applying GenAI effectively. Adopting this model should ensure that staff members are not only equipped with a theoretical understanding of how […]},\n\tlanguage = {en-GB},\n\turldate = {2024-07-31},\n\tjournal = {Artificial intelligence},\n\tauthor = {Attewell, Sue},\n\tmonth = jul,\n\tyear = {2024},\n}\n\n\n\n
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\n AI literacy is essential for navigating the rapidly evolving landscape of generative AI (GenAI). We have framed our approach around three fundamental areas—Terms, Tools, and Tasks— to create a comprehensive approach to understanding and applying GenAI effectively. Adopting this model should ensure that staff members are not only equipped with a theoretical understanding of how […]\n
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\n  \n 2023\n \n \n (21)\n \n \n
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\n \n\n \n \n \n \n \n \n AI in School: Where Are Educators Drawing the Line? \\textbar WSJ Tech News Briefing.\n \n \n \n \n\n\n \n WSJ Podcasts\n\n\n \n\n\n\n August 2023.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{wsj_podcasts_ai_2023,\n\ttitle = {{AI} in {School}: {Where} {Are} {Educators} {Drawing} the {Line}? {\\textbar} {WSJ} {Tech} {News} {Briefing}},\n\tshorttitle = {{AI} in {School}},\n\turl = {https://www.youtube.com/watch?v=XidwlldI-FE},\n\tabstract = {Students across the country are preparing to head back to class and many of them will likely use generative artificial intelligence to help with their school work. But not all educators consider that cheating.},\n\turldate = {2025-06-30},\n\tauthor = {{WSJ Podcasts}},\n\tmonth = aug,\n\tyear = {2023},\n}\n\n\n\n
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\n Students across the country are preparing to head back to class and many of them will likely use generative artificial intelligence to help with their school work. But not all educators consider that cheating.\n
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\n \n\n \n \n \n \n \n \n Is using ChatGPT for school cheating or a new form of learning?.\n \n \n \n \n\n\n \n TODAY\n\n\n \n\n\n\n September 2023.\n \n\n\n\n
\n\n\n\n \n \n \"IsPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{today_is_2023,\n\ttitle = {Is using {ChatGPT} for school cheating or a new form of learning?},\n\turl = {https://www.youtube.com/watch?v=R-L37rhDKOc},\n\tabstract = {Artificial intelligence programs like ChatGPT took educators by surprise — and now some schools are reconsidering their bans on AI as teachers and students become more familiar with the technology. NBC’s Jake Ward reports for TODAY.},\n\turldate = {2025-06-30},\n\tauthor = {{TODAY}},\n\tmonth = sep,\n\tyear = {2023},\n}\n\n\n\n
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\n Artificial intelligence programs like ChatGPT took educators by surprise — and now some schools are reconsidering their bans on AI as teachers and students become more familiar with the technology. NBC’s Jake Ward reports for TODAY.\n
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\n \n\n \n \n \n \n \n \n How should AI be regulated?.\n \n \n \n \n\n\n \n Bloomberg Technology\n\n\n \n\n\n\n June 2023.\n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{bloomberg_technology_how_2023,\n\ttitle = {How should {AI} be regulated?},\n\turl = {https://www.youtube.com/watch?v=DH2a3wjY7xw},\n\tabstract = {Jennifer Pahlka, founder and former executive director of Code for America and author of "Re-coding America: Why government is failing in the digital age, and how we can do better," joins Caroline Hyde and Ed Ludlow to discuss why she believes the challenge of regulating AI will be harder than other tech issues of the past.},\n\turldate = {2025-06-30},\n\tauthor = {{Bloomberg Technology}},\n\tmonth = jun,\n\tyear = {2023},\n}\n\n\n\n
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\n Jennifer Pahlka, founder and former executive director of Code for America and author of \"Re-coding America: Why government is failing in the digital age, and how we can do better,\" joins Caroline Hyde and Ed Ludlow to discuss why she believes the challenge of regulating AI will be harder than other tech issues of the past.\n
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\n \n\n \n \n \n \n \n \n Why artificial intelligence developers say regulation is needed to keep AI in check.\n \n \n \n \n\n\n \n PBS NewsHour\n\n\n \n\n\n\n May 2023.\n \n\n\n\n
\n\n\n\n \n \n \"WhyPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{pbs_newshour_why_2023,\n\ttitle = {Why artificial intelligence developers say regulation is needed to keep {AI} in check},\n\turl = {https://www.youtube.com/watch?v=ihhmg_w1o-U},\n\tabstract = {Artificial intelligence was a focus on Capitol Hill Tuesday. Many believe AI could revolutionize, and perhaps upend, considerable aspects of our lives. At a Senate hearing, some said AI could be as momentous as the industrial revolution and others warned it’s akin to developing the atomic bomb. William Brangham discussed that with Gary Marcus, who was one of those who testified before the Senate.},\n\turldate = {2025-06-30},\n\tauthor = {{PBS NewsHour}},\n\tmonth = may,\n\tyear = {2023},\n}\n\n\n\n
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\n Artificial intelligence was a focus on Capitol Hill Tuesday. Many believe AI could revolutionize, and perhaps upend, considerable aspects of our lives. At a Senate hearing, some said AI could be as momentous as the industrial revolution and others warned it’s akin to developing the atomic bomb. William Brangham discussed that with Gary Marcus, who was one of those who testified before the Senate.\n
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\n \n\n \n \n \n \n \n \n Can artists protect their work from AI? – BBC News.\n \n \n \n \n\n\n \n BBC News\n\n\n \n\n\n\n June 2023.\n \n\n\n\n
\n\n\n\n \n \n \"CanPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{bbc_news_can_2023,\n\ttitle = {Can artists protect their work from {AI}? – {BBC} {News}},\n\tshorttitle = {Can artists protect their work from {AI}?},\n\turl = {https://www.youtube.com/watch?v=DUwDqSY8StE},\n\tabstract = {issues with the technology is copyright.\n \nThe output of AI systems is built upon the output of creators, AIs are trained on millions of human-made images.},\n\turldate = {2025-06-30},\n\tauthor = {{BBC News}},\n\tmonth = jun,\n\tyear = {2023},\n}\n\n\n\n
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\n issues with the technology is copyright.   The output of AI systems is built upon the output of creators, AIs are trained on millions of human-made images.\n
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\n \n\n \n \n \n \n \n \n How Artificial Intelligence Implicates Privacy - Prof Ryan Calo.\n \n \n \n \n\n\n \n The Office of the Privacy Commissioner for Bermuda\n\n\n \n\n\n\n November 2023.\n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{the_office_of_the_privacy_commissioner_for_bermuda_how_2023,\n\ttitle = {How {Artificial} {Intelligence} {Implicates} {Privacy} - {Prof} {Ryan} {Calo}},\n\turl = {https://www.youtube.com/watch?v=eEKvQI0kNpo},\n\turldate = {2025-06-30},\n\tauthor = {{The Office of the Privacy Commissioner for Bermuda}},\n\tmonth = nov,\n\tyear = {2023},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n How AI Image Generators Make Bias Worse.\n \n \n \n \n\n\n \n LIS - The London Interdisciplinary School\n\n\n \n\n\n\n August 2023.\n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{lis_-_the_london_interdisciplinary_school_how_2023,\n\ttitle = {How {AI} {Image} {Generators} {Make} {Bias} {Worse}},\n\turl = {https://www.youtube.com/watch?v=L2sQRrf1Cd8},\n\tabstract = {Buzzfeed recently published a now deleted article on what AI thinks Barbies would look like from different countries around the world.\n\nThe results contained extreme forms of representational bias - including colourist and racist depictions, which is something that AI image genera},\n\turldate = {2025-06-30},\n\tauthor = {{LIS - The London Interdisciplinary School}},\n\tmonth = aug,\n\tyear = {2023},\n}\n\n\n\n\n\n\n\n
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\n Buzzfeed recently published a now deleted article on what AI thinks Barbies would look like from different countries around the world. The results contained extreme forms of representational bias - including colourist and racist depictions, which is something that AI image genera\n
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\n \n\n \n \n \n \n \n \n Long hours and low wages: the human labour powering AI’s development.\n \n \n \n \n\n\n \n Taylor, B. L.\n\n\n \n\n\n\n November 2023.\n \n\n\n\n
\n\n\n\n \n \n \"LongPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{taylor_long_2023,\n\ttitle = {Long hours and low wages: the human labour powering {AI}’s development},\n\tshorttitle = {Long hours and low wages},\n\turl = {http://theconversation.com/long-hours-and-low-wages-the-human-labour-powering-ais-development-217038},\n\tabstract = {Tech firms are relying on low-wage workers to power their AI models. That raises serious ethical questions about how the technology is being developed.},\n\tlanguage = {en-US},\n\turldate = {2025-06-30},\n\tjournal = {The Conversation},\n\tauthor = {Taylor, Ben Lee},\n\tmonth = nov,\n\tyear = {2023},\n}\n\n\n\n
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\n Tech firms are relying on low-wage workers to power their AI models. That raises serious ethical questions about how the technology is being developed.\n
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\n \n\n \n \n \n \n \n \n AI's hidden climate costs \\textbar About That.\n \n \n \n \n\n\n \n CBC News\n\n\n \n\n\n\n June 2023.\n \n\n\n\n
\n\n\n\n \n \n Paper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{cbc_news_ais_2023,\n\ttitle = {{AI}'s hidden climate costs {\\textbar} {About} {That}},\n\turl = {https://www.youtube.com/watch?v=RT8-GlA_rkM},\n\tabstract = {As the demand for artificial intelligence grows, so does its thirst for one of our planet’s most precious resources. Andrew Chang explores how the supercomputers that run AI stay cool — by using massive amounts of fresh, clean drinking water.},\n\turldate = {2025-06-30},\n\tauthor = {{CBC News}},\n\tmonth = jun,\n\tyear = {2023},\n}\n\n\n\n
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\n As the demand for artificial intelligence grows, so does its thirst for one of our planet’s most precious resources. Andrew Chang explores how the supercomputers that run AI stay cool — by using massive amounts of fresh, clean drinking water.\n
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\n \n\n \n \n \n \n \n \n Can AI Help Solve the Climate Crisis? \\textbar Sims Witherspoon \\textbar TED.\n \n \n \n \n\n\n \n TED\n\n\n \n\n\n\n September 2023.\n \n\n\n\n
\n\n\n\n \n \n \"CanPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{ted_can_2023,\n\ttitle = {Can {AI} {Help} {Solve} the {Climate} {Crisis}? {\\textbar} {Sims} {Witherspoon} {\\textbar} {TED}},\n\tshorttitle = {Can {AI} {Help} {Solve} the {Climate} {Crisis}?},\n\turl = {https://www.youtube.com/watch?v=RNhbqQefPSg},\n\tabstract = {"AI can be a transformational tool in our fight against climate change," says Sims Witherspoon, a leader at the AI research lab Google DeepMind. Using wind power as her case study, she explains how powerful neural networks can help us better predict Earth's changing ecosystems and accelerate the breakthrough science needed to create a carbon-free energy supply.},\n\turldate = {2025-06-30},\n\tauthor = {{TED}},\n\tmonth = sep,\n\tyear = {2023},\n}\n\n\n\n
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\n \"AI can be a transformational tool in our fight against climate change,\" says Sims Witherspoon, a leader at the AI research lab Google DeepMind. Using wind power as her case study, she explains how powerful neural networks can help us better predict Earth's changing ecosystems and accelerate the breakthrough science needed to create a carbon-free energy supply.\n
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\n \n\n \n \n \n \n \n \n AI Is Dangerous, but Not for the Reasons You Think \\textbar Sasha Luccioni \\textbar TED.\n \n \n \n \n\n\n \n TED\n\n\n \n\n\n\n November 2023.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{ted_ai_2023,\n\ttitle = {{AI} {Is} {Dangerous}, but {Not} for the {Reasons} {You} {Think} {\\textbar} {Sasha} {Luccioni} {\\textbar} {TED}},\n\turl = {https://www.youtube.com/watch?v=eXdVDhOGqoE},\n\tabstract = {AI won't kill us all — but that doesn't make it trustworthy. Instead of getting distracted by future existential risks, AI ethics researcher Sasha Luccioni thinks we need to focus on the technology's current negative impacts, like emitting carbon, infringing copyrights and spreading biased information. She offers practical solutions to regulate our AI-filled future — so it's inclusive and transparent.},\n\turldate = {2025-06-30},\n\tauthor = {{TED}},\n\tmonth = nov,\n\tyear = {2023},\n}\n\n\n\n
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\n AI won't kill us all — but that doesn't make it trustworthy. Instead of getting distracted by future existential risks, AI ethics researcher Sasha Luccioni thinks we need to focus on the technology's current negative impacts, like emitting carbon, infringing copyrights and spreading biased information. She offers practical solutions to regulate our AI-filled future — so it's inclusive and transparent.\n
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\n \n\n \n \n \n \n \n \n When Robots Come Home to Roost: The Differing Fates of Black Language, Hyper-Standardization, and White Robotic School Writing (Yes, ChatGPT and His AI Cousins) - Education, Liberation & Black Radical Traditions for the 21st CenturyEducation, Liberation & Black Radical Traditions for the 21st Century.\n \n \n \n \n\n\n \n Kynard, C.\n\n\n \n\n\n\n December 2023.\n \n\n\n\n
\n\n\n\n \n \n \"WhenPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{kynard_when_2023,\n\ttitle = {When {Robots} {Come} {Home} to {Roost}: {The} {Differing} {Fates} of {Black} {Language}, {Hyper}-{Standardization}, and {White} {Robotic} {School} {Writing} ({Yes}, {ChatGPT} and {His} {AI} {Cousins}) - {Education}, {Liberation} \\& {Black} {Radical} {Traditions} for the 21st {CenturyEducation}, {Liberation} \\& {Black} {Radical} {Traditions} for the 21st {Century}},\n\tshorttitle = {When {Robots} {Come} {Home} to {Roost}},\n\turl = {http://carmenkynard.org/when-robots-come-home-to-roost/},\n\tlanguage = {en-US},\n\turldate = {2025-04-05},\n\tauthor = {Kynard, Carmen},\n\tmonth = dec,\n\tyear = {2023},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n Opinion \\textbar I’m a Student. You Have No Idea How Much We’re Using ChatGPT.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n May 2023.\n Section: The Review\n\n\n\n
\n\n\n\n \n \n \"OpinionPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_opinion_2023,\n\ttitle = {Opinion {\\textbar} {I}’m a {Student}. {You} {Have} {No} {Idea} {How} {Much} {We}’re {Using} {ChatGPT}.},\n\turl = {https://www.chronicle.com/article/im-a-student-you-have-no-idea-how-much-were-using-chatgpt},\n\tabstract = {No professor or software could ever pick up on it.},\n\tlanguage = {en},\n\turldate = {2024-10-10},\n\tjournal = {The Chronicle of Higher Education},\n\tmonth = may,\n\tyear = {2023},\n\tnote = {Section: The Review},\n}\n\n\n\n
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\n No professor or software could ever pick up on it.\n
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\n \n\n \n \n \n \n \n \n Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy.\n \n \n \n \n\n\n \n Southworth, J.; Migliaccio, K.; Glover, J.; Glover, J.; Reed, D.; McCarty, C.; Brendemuhl, J.; and Thomas, A.\n\n\n \n\n\n\n Computers and Education: Artificial Intelligence, 4: 100127. January 2023.\n \n\n\n\n
\n\n\n\n \n \n \"DevelopingPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@article{southworth_developing_2023,\n\ttitle = {Developing a model for \\textit{{AI} {Across} the curriculum}: {Transforming} the higher education landscape via innovation in {AI} literacy},\n\tvolume = {4},\n\tissn = {2666-920X},\n\tshorttitle = {Developing a model for \\textit{{AI} {Across} the curriculum}},\n\turl = {https://www.sciencedirect.com/science/article/pii/S2666920X23000061},\n\tdoi = {10.1016/j.caeai.2023.100127},\n\tabstract = {Artificial Intelligence (AI) is a ubiquitous concept and tool already found across society and an integral part of everyday life. As such, basic understanding and knowledge of AI should be a critical component of student education to foster successful global citizens. This position paper describes one possible path to address potential gaps in AI education and integrate AI across the curriculum at a traditional research university. The University of Florida (UF) is infusing AI across the curriculum and developing opportunities for student engagement within identified areas of AI literacy regardless of student discipline. The AI Across the Curriculum initiative being developed at UF will make AI education a cornerstone opportunity for all students. The ultimate goal of AI Across the Curriculum is the creation of an AI-ready workforce covering the essential 21st-century competencies identified as workforce and government needs worldwide. Qualified human capital is essential to face the challenges of the 21st-century, and UF is positioning itself to lead in meeting this global societal need. In designing the AI Across the Curriculum model, all students are provided with a suite of AI opportunities and are encouraged to engage. The university is taking advantage of a significant investment in AI campus-wide to innovate curriculum and create activities that nurture interdisciplinary engagement while ensuring student career readiness. As businesses, industry, and governments transform globally within this AI paradigm shift, AI education, innovation, and literacy will become cornerstones of curriculum with UF providing an inclusive example for all undergraduate, graduate, and professional students. While the AI effort at UF is inclusive and broad, the focus of this paper is on undergraduate programs which also represents a Quality Enhancement Plan (or QEP) effort for reaccreditation of UF's undergraduate programs. This program is highly innovative and transformative, creating interdisciplinary AI literacy opportunity for all students.},\n\turldate = {2024-10-10},\n\tjournal = {Computers and Education: Artificial Intelligence},\n\tauthor = {Southworth, Jane and Migliaccio, Kati and Glover, Joe and Glover, Ja’Net and Reed, David and McCarty, Christopher and Brendemuhl, Joel and Thomas, Aaron},\n\tmonth = jan,\n\tyear = {2023},\n\tkeywords = {21st century competencies, AI literacy, Career readiness, Curriculum design, Interdisciplinary education, Transformative program development},\n\tpages = {100127},\n}\n\n\n\n
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\n Artificial Intelligence (AI) is a ubiquitous concept and tool already found across society and an integral part of everyday life. As such, basic understanding and knowledge of AI should be a critical component of student education to foster successful global citizens. This position paper describes one possible path to address potential gaps in AI education and integrate AI across the curriculum at a traditional research university. The University of Florida (UF) is infusing AI across the curriculum and developing opportunities for student engagement within identified areas of AI literacy regardless of student discipline. The AI Across the Curriculum initiative being developed at UF will make AI education a cornerstone opportunity for all students. The ultimate goal of AI Across the Curriculum is the creation of an AI-ready workforce covering the essential 21st-century competencies identified as workforce and government needs worldwide. Qualified human capital is essential to face the challenges of the 21st-century, and UF is positioning itself to lead in meeting this global societal need. In designing the AI Across the Curriculum model, all students are provided with a suite of AI opportunities and are encouraged to engage. The university is taking advantage of a significant investment in AI campus-wide to innovate curriculum and create activities that nurture interdisciplinary engagement while ensuring student career readiness. As businesses, industry, and governments transform globally within this AI paradigm shift, AI education, innovation, and literacy will become cornerstones of curriculum with UF providing an inclusive example for all undergraduate, graduate, and professional students. While the AI effort at UF is inclusive and broad, the focus of this paper is on undergraduate programs which also represents a Quality Enhancement Plan (or QEP) effort for reaccreditation of UF's undergraduate programs. This program is highly innovative and transformative, creating interdisciplinary AI literacy opportunity for all students.\n
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\n \n\n \n \n \n \n \n Get a FEAL for AI.\n \n \n \n\n\n \n Gurung, R.\n\n\n \n\n\n\n . September 2023.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n\n\n\n
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@article{gurung_get_2023,\n\ttitle = {Get a {FEAL} for {AI}},\n\tauthor = {Gurung, Regan},\n\tmonth = sep,\n\tyear = {2023},\n\tkeywords = {AI Literacy, pedagogy},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n How Schools Can Survive (and Maybe Even Thrive) With A.I. This Fall.\n \n \n \n \n\n\n \n Roose, K.\n\n\n \n\n\n\n The New York Times. August 2023.\n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@article{roose_how_2023,\n\tchapter = {Technology},\n\ttitle = {How {Schools} {Can} {Survive} (and {Maybe} {Even} {Thrive}) {With} {A}.{I}. {This} {Fall}},\n\tissn = {0362-4331},\n\turl = {https://www.nytimes.com/2023/08/24/technology/how-schools-can-survive-and-maybe-even-thrive-with-ai-this-fall.html},\n\tabstract = {Step 1: Assume all students are going to use the technology.},\n\tlanguage = {en-US},\n\turldate = {2024-09-23},\n\tjournal = {The New York Times},\n\tauthor = {Roose, Kevin},\n\tmonth = aug,\n\tyear = {2023},\n\tkeywords = {Artificial Intelligence, ChatGPT, Cheating, Colleges and Universities, Computers and the Internet, Education (K-12), Teachers and School Employees, Tests and Examinations},\n}\n\n\n\n\n\n\n\n
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\n Step 1: Assume all students are going to use the technology.\n
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\n \n\n \n \n \n \n \n \n AI Literacy and Prompting - Teaching Naked.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n December 2023.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_ai_2023,\n\ttitle = {{AI} {Literacy} and {Prompting} - {Teaching} {Naked}},\n\turl = {https://teachingnaked.com/prompts/},\n\tabstract = {For pdf handouts or complete workshop slides and citations: click here THE AI ECOSYSTEM: Click to open AIs and AI tools in multiple tabs in your browser. PROPRIETARY FRONTIER MODELS: These are different AI models. They are from different companies, using different different neural networks and with different personalities and abilities. The paid versions are},\n\tlanguage = {en-US},\n\turldate = {2024-09-13},\n\tmonth = dec,\n\tyear = {2023},\n}\n\n\n\n\n\n\n\n
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\n For pdf handouts or complete workshop slides and citations: click here THE AI ECOSYSTEM: Click to open AIs and AI tools in multiple tabs in your browser. PROPRIETARY FRONTIER MODELS: These are different AI models. They are from different companies, using different different neural networks and with different personalities and abilities. The paid versions are\n
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\n \n\n \n \n \n \n \n \n AI Tools: Implications for Teaching and Learning \\textbar Center for Teaching and Learning \\textbar Oregon State University.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n June 2023.\n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_ai_2023,\n\ttitle = {{AI} {Tools}: {Implications} for {Teaching} and {Learning} {\\textbar} {Center} for {Teaching} and {Learning} {\\textbar} {Oregon} {State} {University}},\n\tshorttitle = {{AI} {Tools}},\n\turl = {https://ctl.oregonstate.edu/resources/ai-tools-implications-teaching-and-learning},\n\tlanguage = {en},\n\turldate = {2024-09-13},\n\tmonth = jun,\n\tyear = {2023},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n Generative AI and Opportunities for Feminist Classroom Assignments.\n \n \n \n \n\n\n \n Small, S.\n\n\n \n\n\n\n Feminist Pedagogy, 3(5). August 2023.\n \n\n\n\n
\n\n\n\n \n \n \"GenerativePaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@article{small_generative_2023,\n\ttitle = {Generative {AI} and {Opportunities} for {Feminist} {Classroom} {Assignments}},\n\tvolume = {3},\n\turl = {https://digitalcommons.calpoly.edu/feministpedagogy/vol3/iss5/10},\n\tnumber = {5},\n\tjournal = {Feminist Pedagogy},\n\tauthor = {Small, Sarah},\n\tmonth = aug,\n\tyear = {2023},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n Beyond Good or Bad: AI in the Context of the Liberal Arts.\n \n \n \n \n\n\n \n Bowdoin College\n\n\n \n\n\n\n October 2023.\n \n\n\n\n
\n\n\n\n \n \n \"BeyondPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{bowdoin_college_beyond_2023,\n\ttitle = {Beyond {Good} or {Bad}: {AI} in the {Context} of the {Liberal} {Arts}},\n\tshorttitle = {Beyond {Good} or {Bad}},\n\turl = {https://www.youtube.com/watch?v=a_mFTcNIWzw},\n\tabstract = {A panel moderated by Sarah and James Bowdoin Professor of Digital and Computational Studies Eric Chown and featuring eminent scholars and leaders in the field of AI: Rumman Chowdhury, Daniel Lee, Carlos Montemayor, and Peter Norvig.},\n\turldate = {2024-08-20},\n\tauthor = {{Bowdoin College}},\n\tmonth = oct,\n\tyear = {2023},\n}\n\n\n\n
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\n A panel moderated by Sarah and James Bowdoin Professor of Digital and Computational Studies Eric Chown and featuring eminent scholars and leaders in the field of AI: Rumman Chowdhury, Daniel Lee, Carlos Montemayor, and Peter Norvig.\n
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\n \n\n \n \n \n \n \n \n How to Become an Expert on A.I.\n \n \n \n \n\n\n \n Roose, K.; and Metz, C.\n\n\n \n\n\n\n The New York Times. April 2023.\n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@article{roose_how_2023,\n\tchapter = {Technology},\n\ttitle = {How to {Become} an {Expert} on {A}.{I}.},\n\tissn = {0362-4331},\n\turl = {https://www.nytimes.com/article/ai-artificial-intelligence-chatbot.html},\n\tabstract = {Part 1 of our weeklong series.},\n\tlanguage = {en-US},\n\turldate = {2024-07-31},\n\tjournal = {The New York Times},\n\tauthor = {Roose, Kevin and Metz, Cade},\n\tmonth = apr,\n\tyear = {2023},\n\tkeywords = {Artificial Intelligence, ChatGPT, Computers and the Internet, Google Inc, Microsoft Corp, OpenAI Labs},\n}\n\n\n\n\n\n\n\n
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\n Part 1 of our weeklong series.\n
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\n \n\n \n \n \n \n \n \n Worldview disagreement and subjective epistemic obligations.\n \n \n \n \n\n\n \n Ooi, D.\n\n\n \n\n\n\n Synthese, 200(2): 154. April 2022.\n \n\n\n\n
\n\n\n\n \n \n \"WorldviewPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n\n\n\n
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@article{ooi_worldview_2022,\n\ttitle = {Worldview disagreement and subjective epistemic obligations},\n\tvolume = {200},\n\tissn = {1573-0964},\n\turl = {https://doi.org/10.1007/s11229-022-03646-6},\n\tdoi = {10.1007/s11229-022-03646-6},\n\tabstract = {In this paper, I provide an account of subjective epistemic obligations. In instances of peer disagreement, one possesses at least two types of obligations: objective epistemic obligations and subjective epistemic obligations. While objective epistemic obligations, such as conciliationism and remaining steadfast, have been much discussed in the literature, subjective epistemic obligations have received little attention. I develop an account of subjective epistemic obligations in the context of worldview disagreements. In recent literature, the notion of worldview disagreement has been receiving increasing attention (e.g., Lougheed 2020, Ranalli 2020, Lougheed 2021), and I discuss how understanding worldview disagreements through different classes of beliefs might clarify our understanding of subjective epistemic obligations. I first distinguish between three classes of beliefs, by virtue of their justificatory functions within worldviews: fundamental, crucial and incidental. I then discuss four kinds of worldview disagreements based on this account. Finally, I argue that each disagreement results in different subjective epistemic obligations for each disputant. I conclude by discussing some implications this analysis has for issues such as defeat, peerhood, and epistemic injustice.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2025-02-24},\n\tjournal = {Synthese},\n\tauthor = {Ooi, Daryl},\n\tmonth = apr,\n\tyear = {2022},\n\tkeywords = {Peer disagreement, Subjective epistemic obligations, Worldview disagreement},\n\tpages = {154},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n In this paper, I provide an account of subjective epistemic obligations. In instances of peer disagreement, one possesses at least two types of obligations: objective epistemic obligations and subjective epistemic obligations. While objective epistemic obligations, such as conciliationism and remaining steadfast, have been much discussed in the literature, subjective epistemic obligations have received little attention. I develop an account of subjective epistemic obligations in the context of worldview disagreements. In recent literature, the notion of worldview disagreement has been receiving increasing attention (e.g., Lougheed 2020, Ranalli 2020, Lougheed 2021), and I discuss how understanding worldview disagreements through different classes of beliefs might clarify our understanding of subjective epistemic obligations. I first distinguish between three classes of beliefs, by virtue of their justificatory functions within worldviews: fundamental, crucial and incidental. I then discuss four kinds of worldview disagreements based on this account. Finally, I argue that each disagreement results in different subjective epistemic obligations for each disputant. I conclude by discussing some implications this analysis has for issues such as defeat, peerhood, and epistemic injustice.\n
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\n \n\n \n \n \n \n \n \n Ethics & AI: Equal Access and Algorithmic Bias.\n \n \n \n \n\n\n \n Code.org\n\n\n \n\n\n\n December 2020.\n \n\n\n\n
\n\n\n\n \n \n \"EthicsPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{codeorg_ethics_2020,\n\ttitle = {Ethics \\& {AI}: {Equal} {Access} and {Algorithmic} {Bias}},\n\tshorttitle = {Ethics \\& {AI}},\n\turl = {https://www.youtube.com/watch?v=tJQSyzBUAew},\n\tabstract = {The potential for AI to help society is enormous. But at the same time we need to develop technology with a focus on ethics, access and fai},\n\turldate = {2025-06-30},\n\tauthor = {{Code.org}},\n\tmonth = dec,\n\tyear = {2020},\n}\n\n\n\n
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\n The potential for AI to help society is enormous. But at the same time we need to develop technology with a focus on ethics, access and fai\n
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\n \n\n \n \n \n \n \n \n How to keep human bias out of AI \\textbar Kriti Sharma.\n \n \n \n \n\n\n \n TED\n\n\n \n\n\n\n April 2019.\n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{ted_how_2019,\n\ttitle = {How to keep human bias out of {AI} {\\textbar} {Kriti} {Sharma}},\n\turl = {https://www.youtube.com/watch?v=BRRNeBKwvNM},\n\tabstract = {AI algorithms make important decisions about you all the time -- like how much you should pay for car insurance or whether or not you get that job interview. But what happens when these machines are built with human bias coded into their systems? Technologist Kriti Sharma explores how the lack of diversity in tech is creeping into our AI, offering three ways we can start making more ethical algorithms.},\n\turldate = {2025-06-30},\n\tauthor = {{TED}},\n\tmonth = apr,\n\tyear = {2019},\n}\n\n\n\n
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\n AI algorithms make important decisions about you all the time – like how much you should pay for car insurance or whether or not you get that job interview. But what happens when these machines are built with human bias coded into their systems? Technologist Kriti Sharma explores how the lack of diversity in tech is creeping into our AI, offering three ways we can start making more ethical algorithms.\n
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\n  \n 2015\n \n \n (1)\n \n \n
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\n \n\n \n \n \n \n \n Naming the elephant: worldview as a concept.\n \n \n \n\n\n \n Sire, J. W.\n\n\n \n\n\n\n IVP Academic, an imprint of InterVarsity Press, Downers Grove, Illinois, Second edition. edition, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n\n\n\n
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@book{sire_naming_2015,\n\taddress = {Downers Grove, Illinois},\n\tedition = {Second edition.},\n\ttitle = {Naming the elephant: worldview as a concept},\n\tisbn = {978-0-8308-4073-1},\n\tshorttitle = {Naming the elephant},\n\tabstract = {"With indefatigable spirit James W. Sire has championed worldview thinking for more than forty years. The Universe Next Door: A Basic Worldview Catalog, now in its fifth edition and used as a text at over one hundred colleges and universities, introduced Christian and non-Christians to the value of worldview thinking. Naming the Elephant, a companion volume for those desiring a more in-depth discussion of the nature of a worldview, addresses such issues as: the history of the concept of worldview, the first question we should ask in formulating a worldview; how worldviews are formed existentially as well as intellectually; whether a worldview is primarily an intellectual system, a way of life or a story; the public and private dimensions of a worldview; and the role worldview thinking plays in assessing our own worldview and the worldview of others."--Back cover},\n\tlanguage = {eng},\n\tpublisher = {IVP Academic, an imprint of InterVarsity Press},\n\tauthor = {Sire, James W.},\n\tyear = {2015},\n\tkeywords = {Philosophy},\n}\n\n\n\n\n\n\n\n
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\n \"With indefatigable spirit James W. Sire has championed worldview thinking for more than forty years. The Universe Next Door: A Basic Worldview Catalog, now in its fifth edition and used as a text at over one hundred colleges and universities, introduced Christian and non-Christians to the value of worldview thinking. Naming the Elephant, a companion volume for those desiring a more in-depth discussion of the nature of a worldview, addresses such issues as: the history of the concept of worldview, the first question we should ask in formulating a worldview; how worldviews are formed existentially as well as intellectually; whether a worldview is primarily an intellectual system, a way of life or a story; the public and private dimensions of a worldview; and the role worldview thinking plays in assessing our own worldview and the worldview of others.\"–Back cover\n
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\n \n\n \n \n \n \n \n \n Refusing Generative AI in Writing Studies.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
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@misc{noauthor_refusing_nodate,\n\ttitle = {Refusing {Generative} {AI} in {Writing} {Studies}},\n\turl = {https://refusinggenai.wordpress.com/},\n\tabstract = {Jennifer Sano-Franchini, West Virginia University 1,2Megan McIntyre, University of ArkansasMaggie Fernandes, University of Arkansas This guide positions refusal as a disciplinary and principled response to the emergence of Generative AI (GenAI)3 technologies in writing studies. We created this guide to add to ongoing efforts to think through approaches for responding to GenAI in writing studies,…},\n\tlanguage = {en},\n\turldate = {2025-05-14},\n\tjournal = {Refusing Generative AI in Writing Studies},\n}\n\n\n\n\n\n\n\n
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\n Jennifer Sano-Franchini, West Virginia University 1,2Megan McIntyre, University of ArkansasMaggie Fernandes, University of Arkansas This guide positions refusal as a disciplinary and principled response to the emergence of Generative AI (GenAI)3 technologies in writing studies. We created this guide to add to ongoing efforts to think through approaches for responding to GenAI in writing studies,…\n
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\n \n\n \n \n \n \n \n \n ALibrarianAgainstAI.pdf.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
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@misc{noauthor_alibrarianagainstaipdf_nodate,\n\ttitle = {{ALibrarianAgainstAI}.pdf},\n\turl = {https://drive.google.com/file/d/1i7f9b6vN4Hojz5SHwV-IMDKBDuFBnzNE/view?usp=embed_facebook},\n\turldate = {2025-05-14},\n\tjournal = {Google Docs},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n To Use AI or Not to Use AI? A Student’s Burden.\n \n \n \n \n\n\n \n Cryer, D.\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"ToPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n\n\n\n
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@misc{cryer_use_nodate,\n\ttitle = {To {Use} {AI} or {Not} to {Use} {AI}? {A} {Student}’s {Burden}},\n\tshorttitle = {To {Use} {AI} or {Not} to {Use} {AI}?},\n\turl = {https://www.insidehighered.com/opinion/views/2024/12/09/ai-shifts-responsibility-academic-integrity-opinion},\n\tabstract = {In shifting much of the responsibility for upholding academic integrity from instructors to students, we leave students with an unfair burden, Daniel Cryer writes. Imagine you’re a 19-year-old college sophomore. Each time you’re given a writing assignment, you weigh your options for using AI to complete it. Your professors have AI policies, but they all seem a little naïve. One says you can use it for brainstorming and researching but not actual writing. But when you ask ChatGPT, Perplexity or any other tool to jump-start your research, it gives you ready-made content for your paper. Are you supposed to ignore it?},\n\tlanguage = {en},\n\turldate = {2025-05-14},\n\tjournal = {Inside Higher Ed},\n\tauthor = {Cryer, Daniel},\n\tkeywords = {premium},\n}\n\n\n\n
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\n In shifting much of the responsibility for upholding academic integrity from instructors to students, we leave students with an unfair burden, Daniel Cryer writes. Imagine you’re a 19-year-old college sophomore. Each time you’re given a writing assignment, you weigh your options for using AI to complete it. Your professors have AI policies, but they all seem a little naïve. One says you can use it for brainstorming and researching but not actual writing. But when you ask ChatGPT, Perplexity or any other tool to jump-start your research, it gives you ready-made content for your paper. Are you supposed to ignore it?\n
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\n \n\n \n \n \n \n \n \n Super Short Orientation to AI for Students.pptx.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
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@misc{noauthor_super_nodate,\n\ttitle = {Super {Short} {Orientation} to {AI} for {Students}.pptx},\n\turl = {https://docs.google.com/presentation/d/1m5MUsqLkVR4NoB8-7HVhZ5GwdtVeOm-V},\n\turldate = {2025-05-14},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Meta AI tilts right, recommends conversion therapy: report.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"MetaPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_meta_nodate,\n\ttitle = {Meta {AI} tilts right, recommends conversion therapy: report},\n\tshorttitle = {Meta {AI} tilts right, recommends conversion therapy},\n\turl = {https://www.advocate.com/news/meta-ai-conversion-therapy},\n\tabstract = {Meta's Llama 4 AI faces backlash for recommending conversion therapy, raising concerns about bias in its design. GLAAD calls out the dangerous practice.},\n\tlanguage = {en},\n\turldate = {2025-05-12},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n Meta's Llama 4 AI faces backlash for recommending conversion therapy, raising concerns about bias in its design. GLAAD calls out the dangerous practice.\n
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\n \n\n \n \n \n \n \n \n What the Alarm Misses: Why AI Isn’t Ruining Student Writing—But Shallow Reporting Might Be.\n \n \n \n \n\n\n \n Substack\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"WhatPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{substack_what_nodate,\n\ttitle = {What the {Alarm} {Misses}: {Why} {AI} {Isn}’t {Ruining} {Student} {Writing}—{But} {Shallow} {Reporting} {Might} {Be}},\n\tshorttitle = {What the {Alarm} {Misses}},\n\turl = {https://substack.com/inbox/post/163135238},\n\tabstract = {A Letter to the Anxious Reader},\n\tlanguage = {en},\n\turldate = {2025-05-08},\n\tauthor = {Substack},\n}\n\n\n\n\n\n\n\n
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\n A Letter to the Anxious Reader\n
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\n \n\n \n \n \n \n \n \n Under Trump, AI Scientists Are Told to Remove ‘Ideological Bias’ From Powerful Models.\n \n \n \n \n\n\n \n Knight, W.\n\n\n \n\n\n\n Wired. .\n Section: tags\n\n\n\n
\n\n\n\n \n \n \"UnderPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@article{knight_under_nodate,\n\ttitle = {Under {Trump}, {AI} {Scientists} {Are} {Told} to {Remove} ‘{Ideological} {Bias}’ {From} {Powerful} {Models}},\n\tissn = {1059-1028},\n\turl = {https://www.wired.com/story/ai-safety-institute-new-directive-america-first/},\n\tabstract = {A directive from the National Institute of Standards and Technology eliminates mention of “AI safety” and “AI fairness.”},\n\tlanguage = {en-US},\n\turldate = {2025-04-10},\n\tjournal = {Wired},\n\tauthor = {Knight, Will},\n\tnote = {Section: tags},\n\tkeywords = {artificial intelligence, doge, donald trump, government, models, politics, research},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n A directive from the National Institute of Standards and Technology eliminates mention of “AI safety” and “AI fairness.”\n
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\n \n\n \n \n \n \n \n \n Teaching About AI.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"TeachingPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_teaching_nodate,\n\ttitle = {Teaching {About} {AI}},\n\turl = {https://newslit.org/ai/},\n\tabstract = {Find free educator tools and resources for teaching about AI on this landing page from the News Literacy Project.},\n\tlanguage = {en},\n\turldate = {2025-04-10},\n\tjournal = {News Literacy Project},\n}\n\n\n\n
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\n Find free educator tools and resources for teaching about AI on this landing page from the News Literacy Project.\n
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\n \n\n \n \n \n \n \n \n New research integrity AI tool added to Springer Nature’s growing portfolio \\textbar Springer Nature Group \\textbar Springer Nature.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"NewPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_new_nodate,\n\ttitle = {New research integrity {AI} tool added to {Springer} {Nature}’s growing portfolio {\\textbar} {Springer} {Nature} {Group} {\\textbar} {Springer} {Nature}},\n\turl = {https://group.springernature.com/gp/group/media/press-releases/new-research-integrity-ai-tool/27769148},\n\turldate = {2025-04-09},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n How Knowledge Institutions Can Build a Promethean Moment.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_how_nodate,\n\ttitle = {How {Knowledge} {Institutions} {Can} {Build} a {Promethean} {Moment}},\n\turl = {https://institutionaldatainitiative.org/posts/hello-world},\n\tabstract = {Why we’re launching the Institutional Data Initiative to work with libraries, government agencies, and other knowledge institutions to develop data collections and best practices for artificial intelligence.},\n\tlanguage = {en},\n\turldate = {2025-04-07},\n}\n\n\n\n
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\n Why we’re launching the Institutional Data Initiative to work with libraries, government agencies, and other knowledge institutions to develop data collections and best practices for artificial intelligence.\n
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\n \n\n \n \n \n \n \n \n AI Search Has A Citation Problem.\n \n \n \n \n\n\n \n Jaźwińska, K.; and Chandrasekar, A.\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{jazwinska_ai_nodate,\n\ttitle = {{AI} {Search} {Has} {A} {Citation} {Problem}},\n\turl = {https://www.cjr.org/tow_center/we-compared-eight-ai-search-engines-theyre-all-bad-at-citing-news.php},\n\tabstract = {We Compared Eight AI Search Engines. They’re All Bad at Citing News.},\n\tlanguage = {en},\n\turldate = {2025-04-03},\n\tjournal = {Columbia Journalism Review},\n\tauthor = {Jaźwińska, Klaudia and Chandrasekar, Aisvarya},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n We Compared Eight AI Search Engines. They’re All Bad at Citing News.\n
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\n \n\n \n \n \n \n \n \n How Students Think About AI.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_how_nodate,\n\ttitle = {How {Students} {Think} {About} {AI}},\n\turl = {https://www.chronicle.com/newsletter/teaching/2025-03-27},\n\tabstract = {Their opinions are just as complicated as everyone else’s.},\n\tlanguage = {en},\n\turldate = {2025-03-31},\n\tjournal = {The Chronicle of Higher Education},\n}\n\n\n\n\n\n\n\n
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\n Their opinions are just as complicated as everyone else’s.\n
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\n \n\n \n \n \n \n \n \n AI doesn’t know how to depict chemistry.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_ai_nodate,\n\ttitle = {{AI} doesn’t know how to depict chemistry},\n\turl = {https://cen.acs.org/physical-chemistry/computational-chemistry/AI-doesnt-know-depict-chemistry/103/i8},\n\tabstract = {Serving the chemical, life science, and laboratory worlds},\n\tlanguage = {en},\n\turldate = {2025-03-27},\n\tjournal = {Chemical \\& Engineering News},\n}\n\n\n\n
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\n Serving the chemical, life science, and laboratory worlds\n
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\n \n\n \n \n \n \n \n \n How to Encourage Students to Write Without AI.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_how_nodate,\n\ttitle = {How to {Encourage} {Students} to {Write} {Without} {AI}},\n\turl = {https://www.chronicle.com/newsletter/teaching/2025-02-13},\n\tabstract = {What happens when you let students decide what elements of their writing they want to improve?},\n\tlanguage = {en},\n\turldate = {2025-03-07},\n\tjournal = {The Chronicle of Higher Education},\n}\n\n\n\n\n\n\n\n
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\n What happens when you let students decide what elements of their writing they want to improve?\n
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\n \n\n \n \n \n \n \n Rationally Maintaining a Worldview.\n \n \n \n\n\n \n Ranalli, C.\n\n\n \n\n\n\n Social Epistemology Review and Reply Collective, 9(11): 1–14. .\n \n\n\n\n
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@article{ranalli_rationally_nodate,\n\ttitle = {Rationally {Maintaining} a {Worldview}},\n\tvolume = {9},\n\tlanguage = {en},\n\tnumber = {11},\n\tjournal = {Social Epistemology Review and Reply Collective},\n\tauthor = {Ranalli, Chris},\n\tpages = {1--14},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Researchers’ Uses of AI Vary by Region, Discipline.\n \n \n \n \n\n\n \n Palmer, K.\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"Researchers’Paper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n\n\n\n
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@misc{palmer_researchers_nodate,\n\ttitle = {Researchers’  {Uses} of {AI} {Vary} by {Region}, {Discipline}},\n\turl = {https://www.insidehighered.com/news/quick-takes/2025/02/14/researchers-comfort-uses-ai-vary-region-discipline},\n\tabstract = {Most researchers are interested in using artificial intelligence in their work, and 69 percent believe AI skills will be critical within two years. However, more than 60 percent say a lack of guidelines and training present a barrier to their increased use of AI, according to a study the publishing giant Wiley released last week.},\n\tlanguage = {en},\n\turldate = {2025-02-14},\n\tjournal = {Inside Higher Ed},\n\tauthor = {Palmer, Kathryn},\n\tkeywords = {premium},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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\n Most researchers are interested in using artificial intelligence in their work, and 69 percent believe AI skills will be critical within two years. However, more than 60 percent say a lack of guidelines and training present a barrier to their increased use of AI, according to a study the publishing giant Wiley released last week.\n
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\n \n\n \n \n \n \n \n \n Higher education – Leon Furze.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
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@misc{noauthor_higher_nodate,\n\ttitle = {Higher education – {Leon} {Furze}},\n\turl = {https://leonfurze.com/tag/higher-education/},\n\turldate = {2025-01-17},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n 100 Student Voices on AI and Education Brief no. 3.\n \n \n \n \n\n\n \n Luque, A.; Momo, B.; and Juan Cristobal, M. N.\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"100Paper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{luquealbertomomobertrand_100_nodate,\n\ttype = {Text/{HTML}},\n\tseries = {Education working paper series},\n\ttitle = {100 {Student} {Voices} on {AI} and {Education} {Brief} no. 3},\n\turl = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099115410312428266/IDU10a94e2cb1d123145c51875e13217bc44276f},\n\tabstract = {100 Student Voices on AI and Education (English)},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2024-12-02},\n\tauthor = {Luque,Alberto,Momo,Bertrand, Juan Cristobal, Munoz Najar, Cobo Romani},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n 100 Student Voices on AI and Education (English)\n
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\n \n\n \n \n \n \n \n \n Anatomy of an AI System.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"AnatomyPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_anatomy_nodate,\n\ttitle = {Anatomy of an {AI} {System}},\n\turl = {http://www.anatomyof.ai},\n\tabstract = {Anatomy of an AI System - The Amazon Echo as an anatomical map of human labor, data and planetary resources. By Kate Crawford and Vladan Joler (2018)},\n\tlanguage = {en},\n\turldate = {2024-11-15},\n\tjournal = {Anatomy of an AI System},\n}\n\n\n\n\n\n\n\n
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\n Anatomy of an AI System - The Amazon Echo as an anatomical map of human labor, data and planetary resources. By Kate Crawford and Vladan Joler (2018)\n
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\n \n\n \n \n \n \n \n \n AI Prompt Engineering Isn’t the Future.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n Section: Technology and analytics\n\n\n\n
\n\n\n\n \n \n \"AIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_ai_nodate,\n\ttitle = {{AI} {Prompt} {Engineering} {Isn}’t the {Future}},\n\turl = {https://hbr.org/2023/06/ai-prompt-engineering-isnt-the-future},\n\tabstract = {Despite the buzz surrounding it, the prominence of prompt engineering may be fleeting. A more enduring and adaptable skill will keep enabling us to harness the potential of generative AI? It is called problem formulation — the ability to identify, analyze, and delineate problems.},\n\tlanguage = {en},\n\turldate = {2024-11-13},\n\tnote = {Section: Technology and analytics},\n}\n\n\n\n\n\n\n\n
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\n Despite the buzz surrounding it, the prominence of prompt engineering may be fleeting. A more enduring and adaptable skill will keep enabling us to harness the potential of generative AI? It is called problem formulation — the ability to identify, analyze, and delineate problems.\n
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\n \n\n \n \n \n \n \n \n Google, Microsoft, and Perplexity Are Promoting Scientific Racism in Search Results.\n \n \n \n \n\n\n \n Gilbert, D.\n\n\n \n\n\n\n Wired. .\n Section: tags\n\n\n\n
\n\n\n\n \n \n \"Google,Paper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@article{gilbert_google_nodate,\n\ttitle = {Google, {Microsoft}, and {Perplexity} {Are} {Promoting} {Scientific} {Racism} in {Search} {Results}},\n\tissn = {1059-1028},\n\turl = {https://www.wired.com/story/google-microsoft-perplexity-scientific-racism-search-results-ai/},\n\tabstract = {The web’s biggest AI-powered search engines are featuring the widely debunked idea that white people are genetically superior to other races.},\n\tlanguage = {en-US},\n\turldate = {2024-10-29},\n\tjournal = {Wired},\n\tauthor = {Gilbert, David},\n\tnote = {Section: tags},\n\tkeywords = {artificial intelligence, google, machine learning, microsoft, racism, search},\n}\n\n\n\n
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\n The web’s biggest AI-powered search engines are featuring the widely debunked idea that white people are genetically superior to other races.\n
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\n \n\n \n \n \n \n \n \n Your AI Policy Is Already Obsolete.\n \n \n \n \n\n\n \n Janos, N.\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"YourPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n\n\n\n
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@misc{janos_your_nodate,\n\ttitle = {Your {AI} {Policy} {Is} {Already} {Obsolete}},\n\turl = {https://www.insidehighered.com/opinion/views/2024/10/22/your-ai-policy-already-obsolete-opinion},\n\tabstract = {The increasing integration of AI tools into existing platforms raises new challenges, Zach Justus and Nik Janos write. For the past two years, a lot of us have written course, program and university policies about generative artificial intelligence. Maybe you prohibited AI in your first-year composition course. Or perhaps your computer science program has a friendly disposition. And your campus information security and academic integrity offices might have their own guidelines. Our argument is that the integration of AI technology into existing platforms has rendered these frameworks obsolete.},\n\tlanguage = {en},\n\turldate = {2024-10-24},\n\tjournal = {Inside Higher Ed},\n\tauthor = {Janos, Nik, Zach Justus},\n\tkeywords = {premium},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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\n The increasing integration of AI tools into existing platforms raises new challenges, Zach Justus and Nik Janos write. For the past two years, a lot of us have written course, program and university policies about generative artificial intelligence. Maybe you prohibited AI in your first-year composition course. Or perhaps your computer science program has a friendly disposition. And your campus information security and academic integrity offices might have their own guidelines. Our argument is that the integration of AI technology into existing platforms has rendered these frameworks obsolete.\n
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\n \n\n \n \n \n \n \n \n Working Paper 2: Generative AI and Policy Development: Guidance from the MLA-CCCC Task Force – MLA-CCCC Joint Task Force on Writing and AI.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
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@misc{noauthor_working_nodate,\n\ttitle = {Working {Paper} 2: {Generative} {AI} and {Policy} {Development}: {Guidance} from the {MLA}-{CCCC} {Task} {Force} – {MLA}-{CCCC} {Joint} {Task} {Force} on {Writing} and {AI}},\n\tshorttitle = {Working {Paper} 2},\n\turl = {https://aiandwriting.hcommons.org/working-paper-2/},\n\tlanguage = {en-US},\n\turldate = {2024-10-17},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Working Paper 1: Overview of the Issues, Statement of Principles, and Recommendations – MLA-CCCC Joint Task Force on Writing and AI.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
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@misc{noauthor_working_nodate,\n\ttitle = {Working {Paper} 1: {Overview} of the {Issues}, {Statement} of {Principles}, and {Recommendations} – {MLA}-{CCCC} {Joint} {Task} {Force} on {Writing} and {AI}},\n\tshorttitle = {Working {Paper} 1},\n\turl = {https://aiandwriting.hcommons.org/working-paper-1/},\n\tlanguage = {en-US},\n\turldate = {2024-10-17},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n Working Paper 3: Building a Culture for Generative AI Literacy in College Language, Literature, and Writing – MLA-CCCC Joint Task Force on Writing and AI.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"WorkingPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_working_nodate,\n\ttitle = {Working {Paper} 3: {Building} a {Culture} for {Generative} {AI} {Literacy} in {College} {Language}, {Literature}, and {Writing} – {MLA}-{CCCC} {Joint} {Task} {Force} on {Writing} and {AI}},\n\tshorttitle = {Working {Paper} 3},\n\turl = {https://aiandwriting.hcommons.org/working-paper-3/},\n\tlanguage = {en-US},\n\turldate = {2024-10-17},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Employers Say Students Need AI Skills. What If Students Don’t Want Them?.\n \n \n \n \n\n\n \n Mowreader, A.\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"EmployersPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n\n\n\n
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@misc{mowreader_employers_nodate,\n\ttitle = {Employers {Say} {Students} {Need} {AI} {Skills}. {What} {If} {Students} {Don}’t {Want} {Them}?},\n\turl = {https://www.insidehighered.com/news/student-success/life-after-college/2024/10/03/are-ai-skills-key-part-career-preparation},\n\tabstract = {Colleges and universities are considering new ways to incorporate generative AI into teaching and learning, but not every student is on board with the tech yet. Experts weigh in on the necessity of AI in career preparation and higher education’s role in preparing students for jobs of the future. A May 2024 survey by Inside Higher Ed and Generation Lab asked students if they knew when, how or whether to use generative artificial intelligence to help with coursework.},\n\tlanguage = {en},\n\turldate = {2024-10-15},\n\tjournal = {Inside Higher Ed},\n\tauthor = {Mowreader, Ashley},\n\tkeywords = {premium},\n}\n\n\n\n\n\n\n\n
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\n Colleges and universities are considering new ways to incorporate generative AI into teaching and learning, but not every student is on board with the tech yet. Experts weigh in on the necessity of AI in career preparation and higher education’s role in preparing students for jobs of the future. A May 2024 survey by Inside Higher Ed and Generation Lab asked students if they knew when, how or whether to use generative artificial intelligence to help with coursework.\n
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\n \n\n \n \n \n \n \n \n How Do We Maintain Academic Integrity in the ChatGPT Era?.\n \n \n \n \n\n\n \n Gallant\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"HowPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{gallant_how_nodate,\n\ttitle = {How {Do} {We} {Maintain} {Academic} {Integrity} in the {ChatGPT} {Era}?},\n\turl = {https://www.aacu.org/liberaleducation/articles/how-do-we-maintain-academic-integrity-in-the-chatgpt-era},\n\tabstract = {(Hint: It’s really no different from what we should have been doing all along)},\n\tlanguage = {en-US},\n\turldate = {2024-10-10},\n\tjournal = {AAC\\&U},\n\tauthor = {Gallant},\n}\n\n\n\n
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\n (Hint: It’s really no different from what we should have been doing all along)\n
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\n \n\n \n \n \n \n \n \n Student Guide to Artificial Intelligence.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"StudentPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_student_nodate,\n\ttitle = {Student {Guide} to {Artificial} {Intelligence}},\n\turl = {https://studentguidetoai.org/},\n\tabstract = {Learn about Artificial Intelligence (AI) and how it's transforming higher education. This guide explores what AI is, its applications, and how it's shaping careers.},\n\tlanguage = {en},\n\turldate = {2024-10-10},\n\tjournal = {Student Guide to Artificial Intelligence},\n}\n\n\n\n
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\n Learn about Artificial Intelligence (AI) and how it's transforming higher education. This guide explores what AI is, its applications, and how it's shaping careers.\n
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\n \n\n \n \n \n \n \n \n Algorithmic Literacy, AI Literacy and Responsible Generative AI Literacy.\n \n \n \n \n\n\n \n Cox, A.\n\n\n \n\n\n\n Journal of Web Librarianship, 0(0): 1–18. .\n Publisher: Routledge _eprint: https://doi.org/10.1080/19322909.2024.2395341\n\n\n\n
\n\n\n\n \n \n \"AlgorithmicPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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@article{cox_algorithmic_nodate,\n\ttitle = {Algorithmic {Literacy}, {AI} {Literacy} and {Responsible} {Generative} {AI} {Literacy}},\n\tvolume = {0},\n\tissn = {1932-2909},\n\turl = {https://doi.org/10.1080/19322909.2024.2395341},\n\tdoi = {10.1080/19322909.2024.2395341},\n\tabstract = {The pervasive impact of Artificial Intelligence on workers and citizens implies the need for AI literacy, but it is an elusive concept. The purpose of the paper is to review definitions of algorithmic, AI and generative AI literacy. In depth of analysis is presented of conceptualisations of AI literacy coming from different perspectives, such as media studies, HCI, technology and education. The paper then outlines a definition of responsible generative AI literacy that conceives it as more than effective prompting.},\n\tnumber = {0},\n\turldate = {2024-10-10},\n\tjournal = {Journal of Web Librarianship},\n\tauthor = {Cox, Andrew},\n\tnote = {Publisher: Routledge\n\\_eprint: https://doi.org/10.1080/19322909.2024.2395341},\n\tkeywords = {AI, AI literacy, Algorithmic literacy, Artificial Intelligence, Generative AI, Responsible AI, pedagogy},\n\tpages = {1--18},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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\n The pervasive impact of Artificial Intelligence on workers and citizens implies the need for AI literacy, but it is an elusive concept. The purpose of the paper is to review definitions of algorithmic, AI and generative AI literacy. In depth of analysis is presented of conceptualisations of AI literacy coming from different perspectives, such as media studies, HCI, technology and education. The paper then outlines a definition of responsible generative AI literacy that conceives it as more than effective prompting.\n
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\n \n\n \n \n \n \n \n \n My Publisher Fed My Book to AI.\n \n \n \n \n\n\n \n Jackson, S.\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"MyPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n\n\n\n
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@misc{jackson_my_nodate,\n\ttitle = {My {Publisher} {Fed} {My} {Book} to {AI}},\n\turl = {https://www.insidehighered.com/opinion/views/2024/09/30/author-has-questions-his-publishers-ai-deal-opinion},\n\tabstract = {Stephen Jackson has questions. Informa, the academic publishing powerhouse and parent company of Routledge and Taylor \\& Francis, recently announced a deal with Microsoft that will feed a massive body of scholarly work to a generative AI system.},\n\tlanguage = {en},\n\turldate = {2024-10-09},\n\tjournal = {Inside Higher Ed},\n\tauthor = {Jackson, Stephen},\n\tkeywords = {premium},\n}\n\n\n\n
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\n Stephen Jackson has questions. Informa, the academic publishing powerhouse and parent company of Routledge and Taylor & Francis, recently announced a deal with Microsoft that will feed a massive body of scholarly work to a generative AI system.\n
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\n \n\n \n \n \n \n \n Building an AI Literacy Framework: Perspectives from Instruction Librarians and Current Information Literacy Tools.\n \n \n \n\n\n \n Hervieux, S.; and Wheatley, A.\n\n\n \n\n\n\n . .\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@article{hervieux_building_nodate,\n\ttitle = {Building an {AI} {Literacy} {Framework}: {Perspectives} from {Instruction} {Librarians} and {Current} {Information} {Literacy} {Tools}},\n\tlanguage = {en},\n\tauthor = {Hervieux, Sandy and Wheatley, Amanda},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Perplexity.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"PerplexityPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_perplexity_nodate,\n\ttitle = {Perplexity},\n\turl = {https://www.perplexity.ai},\n\tabstract = {Perplexity is a free AI-powered answer engine that provides accurate, trusted, and real-time answers to any question.},\n\tlanguage = {en},\n\turldate = {2024-09-13},\n\tjournal = {Perplexity AI},\n}\n\n\n\n\n\n\n\n
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\n Perplexity is a free AI-powered answer engine that provides accurate, trusted, and real-time answers to any question.\n
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\n \n\n \n \n \n \n \n \n MCC AI for Learning & Productivity Projects.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"MCCPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_mcc_nodate,\n\ttitle = {{MCC} {AI} for {Learning} \\& {Productivity} {Projects}},\n\turl = {https://www.middlesex.mass.edu/professionaldevelopment/mccaiproj.aspx},\n\turldate = {2024-09-13},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n OpenAI Announces a New AI Model, Code-Named Strawberry, That Solves Difficult Problems Step by Step.\n \n \n \n \n\n\n \n Knight, W.\n\n\n \n\n\n\n Wired. .\n Section: tags\n\n\n\n
\n\n\n\n \n \n \"OpenAIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n \n \n \n \n \n \n\n\n\n
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@article{knight_openai_nodate,\n\ttitle = {{OpenAI} {Announces} a {New} {AI} {Model}, {Code}-{Named} {Strawberry}, {That} {Solves} {Difficult} {Problems} {Step} by {Step}},\n\tissn = {1059-1028},\n\turl = {https://www.wired.com/story/openai-o1-strawberry-problem-reasoning/},\n\tabstract = {The ChatGPT maker reveals details of what’s officially known as OpenAI o1, which shows that AI needs more than scale to advance.},\n\tlanguage = {en-US},\n\turldate = {2024-09-13},\n\tjournal = {Wired},\n\tauthor = {Knight, Will},\n\tnote = {Section: tags},\n\tkeywords = {ai, artificial intelligence, openai},\n}\n\n\n\n\n\n\n\n
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\n The ChatGPT maker reveals details of what’s officially known as OpenAI o1, which shows that AI needs more than scale to advance.\n
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\n \n\n \n \n \n \n \n \n To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy.\n \n \n \n \n\n\n \n de Roock, R. S.\n\n\n \n\n\n\n Reading Research Quarterly, n/a(n/a). .\n _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.569\n\n\n\n
\n\n\n\n \n \n \"ToPaper\n  \n \n\n \n \n doi\n  \n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@article{de_roock_become_nodate,\n\ttitle = {To {Become} an {Object} {Among} {Objects}: {Generative} {Artificial} “{Intelligence},” {Writing}, and {Linguistic} {White} {Supremacy}},\n\tvolume = {n/a},\n\tissn = {1936-2722},\n\tshorttitle = {To {Become} an {Object} {Among} {Objects}},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1002/rrq.569},\n\tdoi = {10.1002/rrq.569},\n\tabstract = {This paper critically explores the implications of generative artificial “intelligence” (GAI) technologies for literacy theory and practice through a case study of the author's use of OpenAI's ChatGPT. The study opens with an overview of recent literature surrounding the pedagogical implications of using GAI with a focus on issues of racial justice, outlining an abolitionist political ecology approach to literacy that extends relational theories of mediation to machine-aided writing. The framework is then applied to data from a cognitive autoethnography of GAI use over a 6-month period, which included a digital ethnography of ChatGPT and an extended semistructured “interview” with the GAI chatbot. Racial justice issues were found, especially linguistic and other biases. As such, soon-to-be ubiquitous artificial intelligence (AI) technologies require profound reconsideration of the productive value of literacy exploited by GAI, which will inevitably be pursued through an acquiescence or fundamental rupture with the dystopian visions of the technology's creators.},\n\tlanguage = {en},\n\tnumber = {n/a},\n\turldate = {2024-09-13},\n\tjournal = {Reading Research Quarterly},\n\tauthor = {de Roock, Roberto Santiago},\n\tnote = {\\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.569},\n}\n\n\n\n
\n
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\n This paper critically explores the implications of generative artificial “intelligence” (GAI) technologies for literacy theory and practice through a case study of the author's use of OpenAI's ChatGPT. The study opens with an overview of recent literature surrounding the pedagogical implications of using GAI with a focus on issues of racial justice, outlining an abolitionist political ecology approach to literacy that extends relational theories of mediation to machine-aided writing. The framework is then applied to data from a cognitive autoethnography of GAI use over a 6-month period, which included a digital ethnography of ChatGPT and an extended semistructured “interview” with the GAI chatbot. Racial justice issues were found, especially linguistic and other biases. As such, soon-to-be ubiquitous artificial intelligence (AI) technologies require profound reconsideration of the productive value of literacy exploited by GAI, which will inevitably be pursued through an acquiescence or fundamental rupture with the dystopian visions of the technology's creators.\n
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\n \n\n \n \n \n \n \n \n An Indigenous Perspective on Generative AI \\textbar TechPolicy.Press.\n \n \n \n \n\n\n \n Hendrix, J.\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"AnPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{hendrix_indigenous_nodate,\n\ttitle = {An {Indigenous} {Perspective} on {Generative} {AI} {\\textbar} {TechPolicy}.{Press}},\n\turl = {https://techpolicy.press/an-indigenous-perspective-on-generative-ai},\n\tabstract = {A conversation with Michael Running Wolf, a computer scientist and software engineer, AI ethicist, and founder of Indigenous in AI.},\n\tlanguage = {en},\n\turldate = {2024-09-13},\n\tauthor = {Hendrix, Justin},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n A conversation with Michael Running Wolf, a computer scientist and software engineer, AI ethicist, and founder of Indigenous in AI.\n
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\n \n\n \n \n \n \n \n \n Bowdoin Faculty Members Talk 'Promises and Perils' of Artificial Intelligence on Maine Public Radio.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"BowdoinPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_bowdoin_nodate,\n\ttitle = {Bowdoin {Faculty} {Members} {Talk} '{Promises} and {Perils}' of {Artificial} {Intelligence} on {Maine} {Public} {Radio}},\n\turl = {https://www.bowdoin.edu/news/2019/06/bowdoin-faculty-members-talk-promises-and-perils-of-artificial-intelligence-on-maine-public-radio.html},\n\tlanguage = {en},\n\turldate = {2024-08-20},\n\tjournal = {News},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n Bowdoin Selected for National Initiative on AI Ethics.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"BowdoinPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_bowdoin_nodate,\n\ttitle = {Bowdoin {Selected} for {National} {Initiative} on {AI} {Ethics}},\n\turl = {https://www.bowdoin.edu/news/2022/06/bowdoin-selected-for-national-initiative-on-ai-ethics.html},\n\tlanguage = {en},\n\turldate = {2024-08-20},\n\tjournal = {News},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n Exploring the Perils, and the Misconceptions, around Artificial Intelligence.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"ExploringPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_exploring_nodate,\n\ttitle = {Exploring the {Perils}, and the {Misconceptions}, around {Artificial} {Intelligence}},\n\turl = {https://www.bowdoin.edu/news/2023/04/exploring-the-perils-and-the-misconceptions-around-artificial-intelligence.html},\n\tlanguage = {en},\n\turldate = {2024-08-20},\n\tjournal = {News},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n Bowdoin’s Nascimento Discusses Artificial Intelligence on “Maine Calling”.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"Bowdoin’sPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_bowdoins_nodate,\n\ttitle = {Bowdoin’s {Nascimento} {Discusses} {Artificial} {Intelligence} on “{Maine} {Calling}”},\n\turl = {https://www.bowdoin.edu/news/2023/01/bowdoins-nascimento-discusses-artificial-intelligence-on-maine-calling.html},\n\tlanguage = {en},\n\turldate = {2024-08-20},\n\tjournal = {News},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Why Studying the Humanities Is Essential for Designing Artificial Intelligence Systems.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"WhyPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_why_nodate,\n\ttitle = {Why {Studying} the {Humanities} {Is} {Essential} for {Designing} {Artificial} {Intelligence} {Systems}},\n\turl = {https://www.bowdoin.edu/news/2024/07/why-studying-the-humanities-is-essential-for-designing-artificial-intelligence-systems.html},\n\tlanguage = {en},\n\turldate = {2024-08-20},\n\tjournal = {News},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n What happened to the artificial-intelligence revolution?.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n The Economist. .\n \n\n\n\n
\n\n\n\n \n \n \"WhatPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@article{noauthor_what_nodate,\n\ttitle = {What happened to the artificial-intelligence revolution?},\n\tissn = {0013-0613},\n\turl = {https://www.economist.com/finance-and-economics/2024/07/02/what-happened-to-the-artificial-intelligence-revolution?utm_id=faq26898},\n\turldate = {2024-08-13},\n\tjournal = {The Economist},\n}\n\n\n\n
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\n \n\n \n \n \n \n \n \n Critical AI.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
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@misc{noauthor_critical_nodate,\n\ttitle = {Critical {AI}},\n\turl = {https://read.dukeupress.edu/critical-ai},\n\tlanguage = {en},\n\turldate = {2024-07-31},\n\tjournal = {Duke University Press},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n Research Guides: Using AI Tools in Your Research: Add'tl Reading for Librarians & Faculty.\n \n \n \n \n\n\n \n Guittar, M.\n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"ResearchPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{guittar_research_nodate,\n\ttitle = {Research {Guides}: {Using} {AI} {Tools} in {Your} {Research}: {Add}'tl {Reading} for {Librarians} \\& {Faculty}},\n\tcopyright = {Copyright Northwestern University 2024},\n\tshorttitle = {Research {Guides}},\n\turl = {https://libguides.northwestern.edu/ai-tools-research/librarians},\n\tabstract = {A continually-updated guide on using AI tools like ChatGPT in your research},\n\tlanguage = {en},\n\turldate = {2024-07-31},\n\tauthor = {Guittar, Michelle},\n}\n\n\n\n\n\n\n\n
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\n A continually-updated guide on using AI tools like ChatGPT in your research\n
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\n \n\n \n \n \n \n \n \n Working Papers – MLA-CCCC Joint Task Force on Writing and AI.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"WorkingPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_working_nodate,\n\ttitle = {Working {Papers} – {MLA}-{CCCC} {Joint} {Task} {Force} on {Writing} and {AI}},\n\turl = {https://aiandwriting.hcommons.org/working-papers/},\n\tlanguage = {en-US},\n\turldate = {2024-07-31},\n}\n\n\n\n\n\n\n\n
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\n \n\n \n \n \n \n \n \n ARL/CNI AI Scenarios: AI-Influenced Futures.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n \n \"ARL/CNIPaper\n  \n \n\n \n\n \n link\n  \n \n\n bibtex\n \n\n \n  \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n  \n \n \n\n\n\n
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@misc{noauthor_arlcni_nodate,\n\ttitle = {{ARL}/{CNI} {AI} {Scenarios}: {AI}-{Influenced} {Futures}},\n\tshorttitle = {{ARL}/{CNI} {AI} {Scenarios}},\n\turl = {https://www.arl.org/resources/the-arl-cni-2035-scenarios-ai-influenced-futures-in-the-research-environment/},\n\tabstract = {The Association of Research Libraries (ARL) and the Coalition for Networked Information (CNI) have chosen to apply scenario planning to imagine a future influenced by artificial intelligence (AI) and to...},\n\tlanguage = {en-US},\n\turldate = {2024-07-31},\n\tjournal = {Association of Research Libraries},\n}\n\n\n\n\n\n\n\n\n\n\n\n
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\n The Association of Research Libraries (ARL) and the Coalition for Networked Information (CNI) have chosen to apply scenario planning to imagine a future influenced by artificial intelligence (AI) and to...\n
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\n \n\n \n \n \n \n \n \n The AI Pedagogy Project – metaLAB (at) Harvard.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
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@misc{noauthor_ai_nodate,\n\ttitle = {The {AI} {Pedagogy} {Project} – {metaLAB} (at) {Harvard}},\n\turl = {https://aipedagogy.org/},\n\tlanguage = {en-US},\n\turldate = {2024-07-29},\n}\n
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