Presented at LILAC 2024.

1. Opening slide
Anna-Lena Hoh
Information Specialist Digital Literacy
Maastricht University Library
Email: anna-lena.hoh@maastrichtuniversity.nl
Telephone: +31 43 388 3322
Twitter: @anna_lenaHoh

2. Plagiarism and AI tools: an example of
linking information- and digital literacy
in your teaching
Dr. Anna-Lena Hoh
Scientific Information Specialist Digital Literacy
LILAC Conference Presentation
Monday 25th March 2024, Parallel sessions 2
Library
Please note, this is the
version prepared for the
beginning of March. The
final presentation might
look slightly different!

3. Outline
• My background
• Linking digital- and information literacy
- Beyond theory
- In practice: Example session on AI tools and
plagiarism
• Conclusion/summary
• Sharing experiences, feedback etc.

4. My background

5. Definition information and digital literacy
Information literacy (ACRL, 2016):
- is the set of integrated abilities encompassing the reflective discovery of
information, the understanding of how information is produced and
valued,
- and the use of information in creating new knowledge and participating
ethically in communities of learning.
Digital literacy (Glazenburg & Mitzschke, 2021, adapted by presenter):
- is the set of knowledge, skills and critical attitude to navigate digital
society professionally and ethically,
- about the cultivation of an attitude to remain knowledgeable, proficient
and literate with digital contexts, tools and skills.

6. Digital literacy frameworks
EU Dig Comp 2.2
(Vuorikari, et al. 2022) JISC (2022)

7. Linking digital- and information literacy
• The battle of the literacies?
• Beyond theory, linking pins?
 Literacies should complement each other!

8. How does it look in practice:
• Plagiarism workshop
- AI developments as opportunity
- Taking existing elements and making digital (and
information) literacy explicit!

9. Example: Plagiarism
• How does ChatGPT/AI tools fit within plagiarism
definitions?
• What aspects of scientific integrity should we look at if
we want to use AI tools?
• If we look at rules and regulations, are we (students)
allowed to use AI tools? What are potential
consequences of misconduct?
• If we use AI tools, how can we do so while considering
ethics, integrity and transparency?

10. Another example: AI tools & information literacy
• Content of the tools: information literacy
• The use of the tools: digital literacy
 Complementation of the literacies!

11. Conclusion/summary
• Information- and digital literacy are relevant
• The literacies should complement each other
• Making digital aspects explicit can be a first step

12. …and what about your
thoughts/experiences?

13. Thank you very much!

14. References
• ACRL. (2016). Framework for Information Literacy for Higher Education.
http://www.ala.org/acrl/standards/ilframework
• Gilster, P. (1997). Digital Literacy. Wiley Computer Publishing.
• Glazenburg, J., & Mitzschke, A. (2021). “Your microphone is still on mute” The
University Library’s future role in teaching Digital Literacy -REVISED-. In U. L.
Maastricht (Ed.).
• JISC. (2022). Building digital capabilities framework.
https://repository.jisc.ac.uk/8846/1/2022_Jisc_BDC_Individual_Framework.pdf
• Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence
Framework for Citizens - With new examples of knowledge, skills and attitudes.
Publications Office of the European Union. https://doi.org/10.2760/490274

15. Closing slide
Anna-Lena Hoh
Information Specialist Digital Literacy
Maastricht University Library
Email: anna-lena.hoh@maastrichtuniversity.nl
Telephone: +31 43 388 3322
Twitter: @anna_lenaHoh