St Peters Lutheran College Langer Library website: AI

Traditionally we have used the CRAAP method for evaluation of resources. Combining this with the SIFT method will assist in effectively evaluating AI outputs.

SIFT -  Stop, Investigate the resource, Find better coverage, Trace the original context  (https://hapgood.us/2019/06/19/sift-the-four-moves/)

You need to Read laterally so that you understand and can evaluate a source by checking about it on other credible websites and online resources.

Schools can use AI platforms in many ways.

Check the Smartcopying advice (link above) on creating works, ownership, protection and labelling of works.

Inserting documents and data into AI tools: 

Check the copyright on any item inserted into an AI tool to avoid infringement. This includes uploading copyrighted documents to an AI tool, adding school course materials, articles, readings, lesson notes and student created materials.

Britannica defines Artificial intelligence (AI) as the ability of a digital computer or computer-controlled robot to perform tasks commonly associated with intelligent beings. The term is frequently applied to the project of developing systems endowed with the intellectual processes characteristic of humans, such as the ability to reason, discover meaning, generalize, or learn from past experience. 

Without realizing you have been interacting with AI in many ways everyday including Siri, Alexa and even Library borrowing platforms like Libby: 

Interacting with AI differs from traditional keyword searching because it is modelled from human language and learning. Include in your prompts : intent + content+ instruction. Consider these things when inputting prompts into any generative AI

1. Specificity.  Include all the information that might help retrieve and organize the output. This can include specifying things like tone, voice, audience, previous research, length, or type of output you expect.
2. Context. Give the AI background information. Who and what the output is for are key considerations. 
3. Manners. AI has been trained on human learning and data; polite behavior tends to give better results. 
4. Constraints. Provide constraining details about the kind of output required. This can include a word limit, a time limit or a file limit. 
5. Iterative behavior. "Try, try again.” Rewriting and recrafting a prompt will help both you and the AI get an output that is useful. In the same way that you might add words to a search query, work similarly with an AI prompt. If it isn’t working one way, try a different way. The AI is also training and building upon the initial prompt data. 
6. Feedback. AI are trained by your input. If the output is incorrect, too long, too short, with the wrong tone, wrong information, or wrong structure, you need to reply with that so it can learn. Consider the prompt as a conversation because until you begin a new prompt, it is.

*** Adapted from here: An AI Toolbox for Librarians | School Library Journal (slj.com)

Character, Request, Examples, Adjustments, Type, Extras, Refine

Character give the AI a role or context. e.g. "SOSE teacher teaching Australian Curriculum to a Year 9 class" 

Request the specific required task you need help with e,g, "4-5 ideas for...", "summarise the following text...", "generate 5 questions" 

Examples providing samples can give more precise outputs: tone examples, high-level responses, and level descriptions 

Adjustments consider the constraints e.g. "short sentences only", "understood by a young adult", "between 100-200 words"

Type (of output) specify the required format e.g. essay, activity plan, numbered list, presentation, email...

Extras consider adding unique instructions 

Refine have the AI rewrite the output with alterations e.g. "more natural language", "with more humour", "provide 2 more examples" 

Remember that this is an iterative process and you can build and refine the output by removing undesired aspects and adding elements. 

Artificial Intelligence has raised many ethical concerns including copyright infringement, learning biases, and misinformation.

AI platforms also collect vast amounts of personal information across platforms creating significant privacy concerns. 

Thousands of authors urge AI companies to stop using work without permission

Exclusive: GPT-4 readily spouts misinformation, study finds

ChatGPT is a data privacy nightmare. If you’ve ever posted online, you ought to be concerned

AI’s excessive water consumption threatens to drown out its environmental contributions