INFORMATION LITERACY IN THE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE FOR TEACHERS

DIRETRIZES PRELIMINARES PARA O USO ÉTICO POR DOCENTES UNIVERSITÁRIOS

Abstract

Proposal of criteria for developing information literacy in university professors in the ethical use of generative artificial intelligence (GAI) tools. The research was descriptive, exploratory, bibliographic with a qualitative approach, conducted on a population of 18 professors from a Postgraduate Program (PPG) at a public university in southern Brazil. The majority of professors (five) do not supervise AI projects nor teach content or part of the syllabus focused on AI. Professors keep up-to-date on the subject through reading scientific articles (45.5%); 36.4% take specific courses, classes, conduct research, and attend events; 18.1% do not keep up-to-date. The main challenges for professors in using GAI in the context of open access lie in ethics and scientific integrity. For the development of information literacy in AI, faculty members indicated: course offerings, critical and ethical training for graduate students, mapping of tools, continuous and advanced knowledge, and raising awareness within the academic community about existing guidelines. It is concluded that research faculty need knowledge and improvement of institutional guidelines and AI Gen tools for better guidance in carrying out their activities, thus indicating actions that can be taken by the PPG. Finally, guidelines are presented for developing information literacy in university faculty regarding the ethical use of generative artificial intelligence tools, based on the Framework for Information Literacy for Higher Education (2016). It is concluded that faculty need greater knowledge of these tools and improved institutional guidelines for the use of GAI to better guide the execution of their activities in postgraduate programs.