Presented at LILAC 2024.

1. From Newcastle. For the world.
Humans are still needed:
developing Newcastle University’s
approach to AI Literacy
Emily Dott and Terry Charlton

2. From Newcastle. For the world.
Who we are
Newcastle University Library
Learning and Teaching Development Service

3. From Newcastle. For the world.
Vevox: Join the Conversation
Join at: vevox.app
ID: 194-403-992
Humans are still needed: developing Newcastle University’s approach to AI Literacy

4. From Newcastle. For the world.
Our AI Journey

6. From Newcastle. For the world.
Where Newcastle is now

7. From Newcastle. For the world.
Newcastle's Position
We are committed to the critical, ethical and
responsible use of generative AI tools and
preparing our students and colleagues to
work effectively in an increasingly AI-enabled
world.
Humans are still needed: developing Newcastle University’s approach to AI Literacy
AI
in
Education

8. From Newcastle. For the world.
Newcastle’s Principle-Led Approach
Humans are still needed: developing Newcastle University’s approach to AI Literacy
Students and colleagues will be supported in developing their AI literacy,
enabling them to critically, effectively, responsibly, and ethically
communicate with and use AI tools
Teaching, assessment, and student experience strategies will be adapted to
incorporate ethical use of AI tools
Academic integrity and rigor in assessment will be upheld
A culture of innovation, collaboration, and sharing best practice in the
application of AI tools will be fostered
Maintain a dynamic position and adapt as AI technologies evolve

9. From Newcastle. For the world.
Defining AI Literacy alongside
Information Literacy

10. From Newcastle. For the world.
Our IL Framework: Working in Partnership
• Launched in 2018-19 academic year.
• An open dialogue around both our offer and the skills students could be
expected to gain at each stage of their degree programme.
• Two key documents within the framework:
• An outline of our offer and how we can collaborate with academics and students.
• A Student Development and Progression document, based on Information Literacy
curriculums from SCOUNL (2015) and ANCIL (2011), that provides an outline of the
information literacy skills and competencies students can be expected to have at
each stage of their undergraduate degree.
Humans are still needed: developing Newcastle University’s approach to AI Literacy

11. From Newcastle. For the world.
Student Development and Progression version 1
Evaluating Information
Stage 1 -
Introductory
• Recognise the limitations of Google and Wikipedia for the purposes of an academic
academic literature search.
Stage 2 -
Intermediate
• Recognise the choices they have made in their use of sources and compare and
contrast evidence, revealing gaps in knowledge.
• Describe the currency, relevance, accuracy, authority and purpose of potential
sources of information, making appropriate selections for their needs.
Stage 3⁺ -
Advanced
• Articulate and justify the decisions they have made in choosing and using sources
sources appropriate to their information needs and the task at hand.
• Follow the development of an area of research, comparing and contrasting
evidence and synthesising information to form connections and build their own
arguments.
Humans are still needed: developing Newcastle University’s approach to AI Literacy

12. From Newcastle. For the world.
Information Literacy
Information literacy is the ability to think critically and
make balanced judgements about any information
we find and use.
It empowers us as citizens to reach and express
informed views and to engage fully with society.
CILIP (2018) https://infolit.org.uk/ILdefinitionCILIP2018.pdf
Humans are still needed: developing Newcastle University’s approach to AI Literacy

13. From Newcastle. For the world.
AI Literacy
A set of competencies that enables individuals to
critically evaluate AI technologies; communicate and
collaborate effectively with AI; and use AI as a tool
online, at home, and in the workplace.
AI Unplugged (Georgia Tech University) Available at:
https://aiunplugged.lmc.gatech.edu/ai-literacy/
Humans are still needed: developing Newcastle University’s approach to AI Literacy

14. From Newcastle. For the world.
Criticality Questioning
Making judgments Seeking evidence
Humans are still needed: developing Newcastle University’s approach to AI Literacy
The intersection of AI Literacy and IL

15. From Newcastle. For the world.
Student Development and Progression version 2
Evaluating Information
Stage 1 -
Introductory
• Describe what critical evaluation is and why it is important to evaluate the information you
use in your work, identifying issues around authority, currency, misinformation, fake news,
and bias.
• Explain the limitations of Google, Wikipedia and Generative AI tools for the purposes of an
an academic literature search.
• Make informed and critical decisions about the information sources and digital tools used in
in your work.
Stage 2 -
Intermediate
• Assess the currency, relevance, accuracy, authority and purpose of potential sources
of information, including Generative AI, making appropriate selections for your needs.
• Apply lateral reading techniques to fact check information across a range of sources.
• Compare and contrast evidence, revealing gaps in knowledge.
Humans are still needed: developing Newcastle University’s approach to AI Literacy

16. From Newcastle. For the world.
Our guidance and learning
materials: students

17. From Newcastle. For the world.
Principles into action for students
Humans are still needed: developing Newcastle University’s approach to AI Literacy
Students and colleagues will be supported in developing their AI literacy,
enabling them to critically, effectively, responsibly, and ethically
communicate with and use AI tools
Academic integrity and rigor in assessment will be upheld
A culture of innovation, collaboration, and sharing best practice in the
application of AI tools will be fostered

18. Source: ncl.ac.uk/academic-skills-kit

21. From Newcastle. For the world.
Practical advice and tools
CRAPP Test
When using information
generated by AI, think about:
• Currency
• Relevance
• Authority
• Accuracy
• Purpose
When choosing to use AI tools,
think about:
• Reliability
• Objective
• Bias
• Ownership
• Type
Hervieux, S. & Wheatley, A. (2022) The rise of AI: implications and
applications of artificial intelligence in academic libraries.
Humans are still needed: developing Newcastle University’s approach to AI Literacy
ROBOT Test

22. From Newcastle. For the world.
Our Information Literacy Teaching
Embedded AI Literacy throughout our student facing Information
Literacy practice:
• ‘Peppered’ through embedded teaching and Canvas materials
• Focused on where AI naturally ‘fits’ within our existing approach
• as an information type
• information seeking
• referencing
• evaluation and critical thinking
Humans are still needed: developing Newcastle University’s approach to AI Literacy

23. From Newcastle. For the world.
Newcastle’s Academic Misconduct Procedure
Plagiarism is the unacknowledged use of ideas or
works from another source, presented as your own,
without specific acknowledgement … This may also
involve the use of electronic materials and the use of
material generated through use of artificial intelligence
… The inclusion of a source in a bibliography is not
always sufficient to avoid plagiarism if the source is
not specifically acknowledged within the text of the
assessment.
Humans are still needed: developing Newcastle University’s approach to AI Literacy

24. From Newcastle. For the world.
Where do you draw the line on proof reading?
Humans are still needed: developing Newcastle University’s approach to AI Literacy
Join at: vevox.app
ID: 194-403-992

25. From Newcastle. For the world.
Libraries have interests and skills related to AI, but being the
sole voice promoting caution can lead to burnout and
marginalization.
Libraries exist as part of schools, communities, and other
institutions.
Partnerships provide opportunities to amplify our voices and
make wide scale, sustainable changes while promoting
traditional library values of access, privacy, and academic
freedom. (Bridges et al 2024)
Humans are still needed: developing Newcastle University’s approach to AI Literacy

26. From Newcastle. For the world.
Our guidance and training:
colleagues

27. From Newcastle. For the world.
Principles into action for colleagues
Humans are still needed: developing Newcastle University’s approach to AI Literacy
Students and colleagues will be supported in developing their AI literacy,
enabling them to critically, effectively, responsibly, and ethically
communicate with and use AI tools
Teaching, assessment, and student experience strategies will be adapted to
incorporate ethical use of AI tools
A culture of innovation, collaboration, and sharing best practice in the
application of AI tools will be fostered

28. Source: ncl.ac.uk/learning-and-teaching

29. From Newcastle. For the world.
Colleague AI Literacy Guidance
• Learning and Teaching @ Newcastle website
• Guidance on our institutional response to AI
• 5 principles for the use of AI in teaching and assessment
• Description of popular AI tools including features and limitations
• Advice on what to do next including guidance for assessment
• Webinars, workshops and events
• An introductory demonstration of AI tools and platforms
• AI and Assessment workshop focussing on authentic assessment
• In-school consultations/workshops on “AI-proofing” assessment
• Art of the Possible and Experience Weeks
Humans are still needed: developing Newcastle University’s approach to AI Literacy

30. Monday 26th June
• Embracing the AI Landscape
• Introduction to AI
Wednesday 28th June
• AI and Assessment
• Embracing AI @Newcastle
Thursday 29th June
• Hands on Explore AI Tools
• Microsoft 365 and AI
Friday 30th June
• AI, Information Literacy, and the impact on information seeking
• AI in Education Retrospective

32. From Newcastle. For the world.
DiscoverAI
• We have established a group of academic and PS colleagues to
explore emerging AI-enabled educational technologies
• Funds to pilot and evaluate technologies of interest (e.g. Microsoft Co-
pilot, Cody and Voiceflow bots, Teachermatic, Jamworks, Midjourney)
• Make recommendations for any potential implementation across the
University
• Other special interest groups looking into automation (e.g. admissions
management) and research
Humans are still needed: developing Newcastle University’s approach to AI Literacy

34. From Newcastle. For the world.
AI for Learning Course

37. From Newcastle. For the world.
Feedback so far
“The guidance on prompts was excellent. I
hadn't really thought about instructing the AI
service to "act as" something before. The
checklists and reading lists were also
excellent”
Humans are still needed: developing Newcastle University’s approach to AI Literacy
“This is a great introduction to AI for
students. This is a great introduction to
AI for students; really helpful in thinking
about how to use different tools to
enhance the learning experience.”
“It's a good mix of some of the positive
applications of AI in academia, which
sometimes gets outweighed by the
negatives of staying the correct side of
academic integrity. The prompt guidance is
really useful.”
“I didn't know much about AI until
starting this course. The most useful
thing was to understand that AI can
make things up.”
“The end quiz was an engaging as it
involved actively using resources”
“I thought it was excellent and brought a
lot of clarity to a complex subject.

38. From Newcastle. For the world.
Do our scenarios make sense to you?
Humans are still needed: developing Newcastle University’s approach to AI Literacy
Join at: vevox.app
ID: 194-403-992

39. Newcastle University Library. Explore the possibilities.
What’s next for us?

40. From Newcastle. For the world.
Humans are still needed: developing Newcastle University’s approach to AI Literacy
Feedback gathering and evaluation
• Student World Café
• Engage students in
conversation
• Academics’ experience of
Semester 1 assessments
• University Learning and
Teaching conference
• Student Digital Forum

41. Newcastle University Library.
What’s next: the decisions we need to make
Humans are still needed: developing Newcastle University’s approach to AI Literacy
Do we move to AI Literacy instruction rather than ‘peppering’?
• What is our role in advocating for tools to use?
• What is our role in prompt engineering?
• Where do we stand as more AI features appear in databases
How do we reengage academics?
Do we develop more online guidance?
How do we advocate for students as they innovate and move forward
with AI?
Maintain a dynamic position and adapt as AI technologies evolve

42. Newcastle University Library. Explore the possibilities.
Thanks for listening
Emily Dott and Terry Charlton
ncl.ac.uk/library

43. Newcastle University Library.
Reference list
Bridges, L.M., McElroy, K. & Welhouse, Z. (2024) ‘Generative Artificial Intelligence: 8 Critical Questions for Libraries’, Journal of library
administration, 64(1), pp. 66–79.
Boon, S., Johnston, B. and Webber, S. (2007), “A phenomenographic study of English faculty’s conceptions of information
literacy”, Journal of Documentation, Vol. 63 No. 2, pp. 204-228.
Bury, S. (2016) ‘Learning from faculty voices on information literacy: Opportunities and challenges for undergraduate information
literacy education’, Reference services review, 44(3), pp. 237–252.
Hervieux, S. & Wheatley, A. (2022) The rise of AI: implications and applications of artificial intelligence in academic libraries. Chicago:
Association of College and Research Libraries.
Long. D. and Magerko, B, (2020) 'What is AI Literacy? Competencies and Design Considerations', Proceedings of the 2020 CHI
Conference on Human Factors in Computing Systems (CHI '20). Association for Computing Machinery, New York. pp.1–16.
doi.org/10.1145/3313831.3376727
Ng, D.T.K., Leung, J.K.L., Chu, S.K.W. & Qiao, M.S. (2021) ‘Conceptualizing AI literacy: An exploratory review’, Computers and
education. Artificial intelligence, 2, p. 100041.
Russell Group (2023) Russell Group principles on the use of generative AI tools in education. Available at:
https://russellgroup.ac.uk/media/6137/rg_ai_principles-final.pdf. (Accessed: 07 November 2023).
Thomas, S., Tewell, E. & Willson, G. (2017) ‘Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into
Academic Information-Seeking and Help-Seeking Practices’, The Journal of academic librarianship, 43(3), pp. 224–231.
Humans are still needed: developing Newcastle University’s approach to AI Literacy