Scholarlink

This study investigates the ethical dimensions of students’ engagement with generative AI, focusing on their use of ChatGPT in academic tasks. Using a mixed-methods approach, 84 LIS students completed assignments requiring AI-supported information creation, evaluation, and attribution. The analysis, aligned with selected frames of the ACRL Framework for Information Literacy, reveals limited ethical awareness, infrequent attribution of AI-generated content, and low recognition of hallucinations or epistemic risk. Findings indicate a mismatch between students’ practices and the reflective, critical competencies promoted by the ACRL Framework. The study argues for extending the Framework to include AI-specific components—such as authorship recognition, bias literacy, and prompt engineering—and offers recommendations for integrating these into higher education curricula. The research contributes to the development of ethically grounded AI literacy in academic contexts.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

From Action to Awareness: Ethical AI Literacy in Higher Education

  • 会议论文

  • 发表日期：

    2026年

查看全文
  • Monika Krakowska,
  • Magdalena Zych

摘要

This study investigates the ethical dimensions of students’ engagement with generative AI, focusing on their use of ChatGPT in academic tasks. Using a mixed-methods approach, 84 LIS students completed assignments requiring AI-supported information creation, evaluation, and attribution. The analysis, aligned with selected frames of the ACRL Framework for Information Literacy, reveals limited ethical awareness, infrequent attribution of AI-generated content, and low recognition of hallucinations or epistemic risk. Findings indicate a mismatch between students’ practices and the reflective, critical competencies promoted by the ACRL Framework. The study argues for extending the Framework to include AI-specific components—such as authorship recognition, bias literacy, and prompt engineering—and offers recommendations for integrating these into higher education curricula. The research contributes to the development of ethically grounded AI literacy in academic contexts.