Generative Artificial Intelligence (GenAI) has garnered much attention and scrutiny since ChatGPT was released in 2022. Since then, many other GenAI technologies have been introduced and integrated into higher education. Graduate students and early career scholars who have to write literature reviews as part of their scholarly publications and capstone projects are thirsty for guidance and instruction. Yet, there is a big gap in the knowledge and practice of how GenAI can and should be used in higher education and academia. In this presentation, we describe the strategies grounded in digital literacies that were implemented at a large Midwest university in the United States. Key strategies include the creation of a 3E Framework: Efficient, Effective, and Ethical Uses of GenAI in Scholarly Work, a three-phase model for Artificial Intelligence- Facilitated Literature Review (AI-FLR) framework, and a curriculum that covers how to utilize GenAI for search and acquisition, analysis and interpretation, and evaluation and revision. We will demonstrate how the 3E Framework can be used to guide considerations and discussions about the scope of GenAI use in academic scholarship, including dissertations and manuscripts. Additionally, we will share the findings of our AI-FLR project that led to a two-part workshop focusing on GenAI Literacy for research, research integrity, and the AI-FLR process. Lastly, conference attendees may also glean insights on how to implement the 3E Framework and GenAI literacy principles in their own classrooms as part of their teaching strategies.

Authors:
Lily Compton, Iowa State University, United States
Elena Cotos, Iowa State University, United States
Kristin Terrill, Iowa State University, United States

About the Presenter(s)
Dr. Lily Compton serves as the Assistant Director for Programming in the Center for Communication Excellence, Graduate College at Iowa State University. Current interests include responsible AI, microcredentials, and research integrity.

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