Abstract
As artificial intelligence (AI) technologies like ChatGPT become more prevalent, library professionals face the challenge of promoting ethical use of AI as an emerging dimension of information literacy. Students in Library and Information Science (LIS) programs recognize that AI tools will shape their future roles, making it essential for LIS programs to integrate learning experiences that develop students’ ability to use and critically evaluate these tools and the content they produce. This descriptive case study examines the pedagogical challenges of introducing AI-based technologies in an online Information Science and Technology course. It explores the instructor’s efforts to balance students' engagement with AI tools while addressing ethical concerns like privacy, accuracy, bias, and intellectual property – all issues explored throughout the course and the university’s LIS curriculum. The paper describes multiple iterations of AI-based learning experiences and adjustments made based on student behaviors and feedback. This paper will be of interest to instructors integrating AI tools to support student learning, particularly in fields emphasizing ethical information use.
Author Information
Julie LaDell-Thomas, University of Rhode Island, United States
Paper Information
Conference: IICE2025
Stream: Higher education
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
LaDell-Thomas J. (2025) Balancing Act: Ethical Exploration of AI Tools to Support Student Learning in a Library and Information Science Program ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 667-676) https://doi.org/10.22492/issn.2189-1036.2025.56
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.56
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