Abstract

There is much interest in higher education in the teaching and learning aspects of generative AI, including its potential uses in information literacy instruction. However, less attention has been paid to the educational implications of generative AI’s impact on academic publishing. Because AI can produce deceptively authentic scholarly articles and falsified data sets, it is fueling the scientific paper mill industry. This has led to record numbers of AI-generated article submissions and scientific paper retractions, even in reputable journals. As a result, AI-generated fake scholarship poses a threat to students’ information literacy and learning development. This paper discusses the implications of generative AI for the Framework for Information Literacy for Higher Education.

Keywords: Generative AI, Information Literacy, ACRL Framework, Fake Scholarship

How to Cite:

Hovious, A., (2024) “Information Creation as an AI Prompt: Implications for the ACRL Framework”, Kansas Library Association College and University Libraries Section Proceedings 1(2024). doi: https://doi.org/10.4148/2160-942X.1094