Building stronger academic communities through critical thinking: linking ACRL Framework with AI

The Information Literacy Framework for Higher Education (ACRL) is a reference document that has served as a reflective guide for the pedagogical practices carried out by academic librarians. The present study proposes looking at each of the six conceptual frameworks recommended by this guiding document, observing the pedagogical opportunities brought by artificial intelligence, namely ChatGPT, for their teaching. This study aims to make a creative and innovative contribution to the practical and situated application of the ACRL Framework in the context of AI, exploring the features of ChatGPT to explain the concepts, provisions, and practices recommended for teaching Information Literacy. Based on a literature review on the characteristics and functionalities of ChatGPT, it is proposed to apply them in personalized academic tasks, suggesting the adoption of pedagogical experiences in academic libraries to promote knowledge and practical application of this communication tool. This should be combined with the stimulation of critical thinking, reflecting on the opportunity to teach information skills in this context. Thus, for each conceptual frame, examples and situated learning strategies are listed, which can contribute to acquiring essential instruments and structures of the mechanisms necessary for information skills. With regard specifically to understanding the usefulness and suitability of AI, it is important to work on the ability to extract relevant information from artificially written texts, knowing how to ask the right questions, so that it becomes a powerful instrument for obtaining and processing information, transversal learning and social insertion and is not reduced to mere superficial school learning, but reveals its potential in contexts of search, analysis and production of academic information.