关键词: 生成式人工智能, AIGC, 高校图书馆, 批判性信息素养教育, 人工智能伦理, 数字素养

Abstract:

[Purpose/Significance] With the rapid development of artificial intelligence generated content (AIGC) technology and the deepening of social impact, it is an important responsibility and historical mission of university libraries to cultivate and enhance students' critical information literacy (IL) in the application of AIGC. The research aims to explore the content and pedagogical strategies of critical IL education in university libraries for AIGC applications, promote the ability of college students to critically recognize and apply AIGC in the AI era, and also provide reference for the development of critical IL education in university libraries. [Method/Process] By reviewing the relevant literature at home and abroad, this paper summarizes the research status of critical IL education for AIGC applications. Based on the requirements of the "Higher Education Information Literacy Framework" for the cultivation of critical thinking ability, the current situation of critical IL education in university libraries, and the relevant policies and guidelines for the development of AI literacy education at home and abroad are reviewed. The content of critical IL education in university libraries for AIGC applications can be categorized into three aspects: AIGC application knowledge, AIGC application skills, and AIGC application ethics. At the same time, based on the requirements of IFLA library's Strategic Response to Artificial Intelligence' and the lack of IL education system in university libraries, it is proposed that the critical IL education of university libraries from the perspective of AIGC application should be ensured and implemented from the aspects of educational content integration, educational team building, educational mode development and educational system optimization. [Results/Conclusions] The research on critical IL education for AIGC application has a critical role in promoting the cultivation and improvement of students' critical thinking ability for AIGC. University libraries should be aware of their responsibilities, actively respond to the new requirements of critical IL education for AIGC applications, innovate and expand the content and form of IL education, and help students acquire the new IL skills needed for AIGC applications. At the same time, university libraries should also continuously update the content of critical IL education from the perspective of AIGC application, and have the courage to explore new teaching methods and strategies, so as to better cultivate and improve students' IL of AIGC application, help students use AIGC scientifically, correctly and normatively, and realize lifelong learning.

Key words: generative artificial intelligence, AIGC, university libraries, critical information literacy education, AI ethics, digital literacy