One of the challenges with ChatGPT and other large language models (LLMs) is that what they produce often “sounds” good. But is the response actually good? It often takes a well-trained reader and some content expertise to recognize when the LLM’s response is inaccurate, misleading, or incomplete. How do we help students understand that ChatGPT gives responses but not necessarily answers?
In this session, we will focus on how instructors can leverage ChatGPT and other LLMs to help students develop their critical digital reading skills. The uptick in student usage of GAI tools gives instructors a strategic opportunity to help students shift from being deferent to active digital readers, whether the content is produced by an LLM or is contained within a pdf, website, or online article or book. Participants will leave the session with specific frameworks and evidence-based strategies they can implement in their own learning and teaching contexts to promote active digital reading.