Empowering Students Through AI at Toronto Metropolitan University
As Kavya Raval, a computer science student, delves into Java programming this term, she finds herself turning to an AI chatbot for assistance with complex concepts and to generate practice problems in anticipation of exams. The chatbot also serves as a resource for feedback on her responses.
“It’s akin to having an ever-available tutor, facilitating immediate clarification of my doubts,” remarked the 18-year-old.
Despite her enthusiasm, the first-year student at Toronto Metropolitan University (TMU) exhibits a prudent approach towards using AI tools—an awareness reinforced by recent workshops offered by TMU’s library services, which she completed to receive an AI badge.
Having attended “overly traditional” schools in India that prohibited electronic devices, Raval previously shunned AI. However, her experiences in Canada have illuminated the importance of responsibly harnessing this technology.
“AI pervades every conceivable field, making it imperative for us to grasp its appropriate applications,” she asserted.
Education professionals, including school and higher education librarians, traditionally assist students with research methodologies, media literacy, copyright issues, and emerging technologies.
This expertise positions them as ideal educators on the intricate dynamics of AI, promoting ethical usage to enhance rather than detract from the learning experience.
Nonetheless, students—from kindergarten to postgraduate levels—risk missing out on this crucial knowledge if librarians are overlooked in the discourse surrounding AI in education.
Library workshops spark deeper thinking about AI
Toronto Metropolitan University’s library learning services head and students provide insights into the newly launched AI workshops.
Steven Guirguis, an MBA student at TMU who balances work responsibilities at Princess Margaret Cancer Centre in Toronto, described the library-led sessions as a welcoming and low-pressure environment conducive to inquiry and thoughtful contemplation of the topics explored during assignments. Because attendance is voluntary, he believes that participants are likely to be more engaged learners.
“When you choose to learn, you inherently invest yourself in the process,” he noted. “You can approach it without the anxiety of note-taking, allowing for deeper personal reflection.”
Although faculty do address generative AI within their curricula, the library workshops—born from a surge in inquiries from students and instructors—offer an additional opportunity for exploration, according to Reece Steinberg, head of TMU’s library learning services.
“We are providing a framework for contemplating AI independently of grading or specific projects,” he explained, highlighting the swift enrollment for upcoming sessions following a positive response from initial participants last fall.
AI as an Integral Resource
Librarians, traditionally adept at aiding individuals in effectively locating, evaluating, and utilizing information, have evolved to assist individuals in navigating complex digital landscapes and combating misinformation—AI literacy being an essential offshoot of this evolution, according to Janice Kung, who recently served with the Canadian Association of Research Libraries as a visiting program officer focused on AI and library services.
How this librarian teaches students and faculty about AI
Janice Kung, a health sciences librarian at the University of Alberta, shares her methodology for imparting AI literacy.
Alongside workshops like those at TMU, other academic librarians in Canada are devising AI educational resources for faculty, developing online content, and creating instructional modules targeted at both instructors and students. Kung emphasized the ongoing challenge of upskilling staff amidst the rapid evolution of AI technology.
“Our longstanding experience uniquely positions us to advocate for students in the contemporary AI landscape, as it is simply another tool at our disposal,” she asserted.
Nonetheless, Kung, who serves as the health sciences librarian at the University of Alberta, lamented the tendency for libraries to be neglected in discussions on AI literacy.
“Libraries are often overlooked as pivotal partners,” she noted from Edmonton. “We need to remind stakeholders that we possess the necessary expertise. AI literacy equates to information literacy; this is our domain, and we must be included in the conversation.”
The Decline of Teacher-Librarians
In the realm of elementary and secondary education, teacher-librarians act as vital information and media specialists who assist students and educators in navigating the inundation of information available while fostering creativity among young learners, explained Joseph Jeffery, chair of the non-profit organization Canadian School Libraries.
“To equip students with proficient information skills and help them discern what is authentic, we must remain vigilant regarding these changes… There is an enormous desire among teacher-librarians to acquire AI competencies to stay abreast of their students’ needs,” he expressed from Prince George, B.C., where he also works as a district-level teacher-librarian.
Joseph Jeffery is chair of the non-profit Canadian School Libraries and serves as a district-level teacher-librarian in Prince George, B.C. (Submitted by Joseph Jeffery)
In contrast to classroom teachers, who commonly change annually as students progress, librarians tend to provide stability, with many students seeking assistance in ways they might hesitate to approach their classroom instructors.
However, budget cuts and reallocations have led to a diminishing number of educators available for library duties, adversely impacting the role of teacher-librarians.
This shift has widened the gap in information and media literacy between those schools equipped with such specialists and those without, Jeffery stated.
“Teacher-librarians often lack sufficient time in student interactions,” he elaborated.
“Utilizing us solely for checking out books—which many elementary institutions resort to due to insufficient budget for a library clerk—diminishes our potential to engage students in critical topics. This is similarly true in high schools, where teacher-librarian support is oftentimes limited.”
Using AI to teach kids about critical thinking
Toronto teacher-librarian Diana Maliszewski discusses her approach to incorporating AI into a social studies lesson for sixth graders, encouraging exploration of AI-generated content.
Many adults may remain oblivious to the pervasive nature of AI in contemporary society, a reality highlighted by Toronto elementary school teacher-librarian Diana Maliszewski, making it crucial to introduce these concepts to students early on to cultivate a robust foundation of understanding.
“By engaging with these ideas prior to their own usage, we aim to equip them with essential critical skills to recognize, articulate, and confront such phenomena,” she emphasized, asserting that even kindergarteners can grasp significant lessons about algorithms and AI.
Maliszewski expressed satisfaction when she witnessed older students employing the concepts of recognition and articulation she instilled in them in earlier grades, recalling moments when they identified something as “an algorithm” as a result of lessons initiated in their foundational years.
“It excites me when the rapidity of AI ceases to astound them; they begin to evaluate content critically and discern its authenticity,” she concluded, marking a pivotal indicator of impactful education.
Source link: Cbc.ca.
