Far from science fiction, generative artificial intelligence (AI) is undeniably impacting upon the educational arena. As leaders in information and digital literacies, teacher librarians (TLs) are well positioned to explore the potential for AI platforms to transform learning and teaching. This research uses a case study approach to deeply investigate three AI tools and uses CATWOE analysis to discuss the implications for the TL. Initial findings suggest that TLs can play a crucial role not only teaching with generative AI platforms, but about AI and algorithms, to develop students who are critical and ethical users and creators of information.
Historically TLs have been leaders in the implementation of digital technologies in schools (Branch-Mueller & deGroot, 2016; Lee & Twomey, 2011). Therefore, as access to generative AI tools such as DALL-E2 and ChatGPT grows, it is likely that those who work in school libraries will be expected to develop their awareness of these tools’ potential and the implications they have for learning and teaching.
With no extant research investigating the implications of these tools for the role of the TL, this exploratory research project uses a case study approach and the systems technique of CATWOE to explore three different freely accessible generative AI tools. This research seeks to respond to the question:
How might teacher librarians use generative AI tools to scaffold students’ skills as critical and ethical users and creators of information?
Contact: Dr Kay Oddone