References
- Altman, S., Brockman, G., & Sutskever, I. (2023). Governance of superintelligence. OpenAI. https://openai.com/blog/governance-of-superintelligence.
- Australian Library and Information Association. (2016). Statement on teacher librarians in Australia. https://read.alia.org.au/alia-asla-statement-teacher-librarians-australia.
- Baer, A., & Kipnis, D. G. (2023). Diving below the surface: A layered approach to teaching online source evaluation through lateral and critical reading. In H. G. Rempel & R. Hamelers (Eds.), Teaching critical reading skills: Strategies for academic librarians (Vol. 1, pp. 275–289). ALA Press.
- Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62.
- Bergvall-Kåreborn, B., Mirijamdotter, A., & Basden, A. (2004). Basic principles of SSM modeling: An examination of CATWOE from a soft perspective. Systemic Practice and Action Research, 17(2), 55–73. https://doi.org/10.1023/B:SPAA.0000018903.18767.18
- Bertram Gallant, T. (2017). Academic integrity as a teaching & learning issue: From theory to practice. Theory Into Practice, 56(2), 88–94. https://doi.org/10.1080/00405841.2017.1308173
- Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., & Honeychurch, S. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53–130.
- Branch-Mueller, J., & deGroot, J. (2016). The power of Web 2.0: Teacher-librarians become school technology leaders. In M. A. Mardis (Ed.), Librarians and educators collaborating for success: The international perspective (pp. 113–129). ABC-CLIO.
- Burroughs, A. (2022, 8 July). Tech-savvy school librarians provide value to modern learners. EdTech Focus on K-12. https://edtechmagazine.com/k12/article/2022/07/tech-savvy-school-librarians-provide-value-modern-learners.
- Cassidy, C. (2023, January 23). Queensland public schools to join NSW in banning students from ChatGPT. The Guardian. https://www.theguardian.com/australia-news/2023/jan/23/queensland-public-schools-to-join-nsw-in-banning-students-from-chatgpt.
- Checkland, P., & Poulter, J. (2006). Learning for action: A short definitive account of soft systems methodology, and its use for practitioners, teachers and students. Wiley.
- Chesterman, S. (2023). AI-generated content is taking over the world. But who owns it? NUS Law Working Paper 2023/002. 10 .2139.ssrn.4321596
- Chia, O. (2023, 2 January). Teachers v ChatGPT: Schools face new challenge in fight against plagiarism. Straits Times. https://www.straitstimes.com/tech/teachers-v-chatgpt-schools-face-new-challenge-in-fight-against-plagiarism.
- Chiu, T. K. (2023). The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2023.2253861
- Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 1–12. https://doi.org/10.1080/14703297.2023.2190148
- Crawford, J., Cowling, M., & Allen, K.-A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 1–19. https://doi.org/10.53761/1.20.3.02
- De Sousa, E. B. G., Alexandre, B., Ferreira Mello, R., Pontual Falcão, T., Vesin, B., & Gašević, D. (2021). Applications of learning analytics in high schools: A systematic literature review. Frontiers in Artificial Intelligence, 4, 1–14. https://doi.org/10.3389/frai.2021.737891
- Dobrin, S. I. (2023). Talking about generative AI: A guide for educators. Broadview Press. https://sites.broadviewpress.com/ai/talking/.
- Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, Article 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
- Elsen-Rooney, M. (2023, January 4). NYC education department blocks ChatGPT on school devices, networks. Chalkbeat New York. https://ny.chalkbeat.org/2023/1/3/23537987/nyc-schools-ban-chatgpt-writing-artificial-intelligence.
- Faezirad, M., & Khoshnevisan, A. (2023). Leveraging the potential of soft systems methodology to trigger data governance policy-making in the bank industry. Journal of Systems Thinking in Practice, 2(1), 56–70.
- Forsyth, O. (2022, December 20). Mapping the generative AI landscape. Antler. https://www.antler.co/blog/generative-ai.
- Francisco, M. (2023). Artificial intelligence for environmental security: National, international, human and ecological perspectives. Current Opinion in Environmental Sustainability, 61, Article 101250. https://doi.org/10.1016/j.cosust.2022.101250
- Fui-Hoon Nah, F., Zheng, R., Cai, J., Siau, K., & Chen, L. (2023). Generative AI and ChatGPT: Applications, challenges, and AI-human collaboration. Journal of Information Technology Case and Application Research, 25(3), 277–304. https://doi.org/10.1080/15228053.2023.2233814
- Furze, L. (2023). Artificial intelligence and education: The role of librarians in promoting ethical and responsible AI. Synergy, 21(1), https://slav.vic.edu.au/index.php/Synergy/article/view/687/682.
- Garrison, K. L., & Fitzgerald, L. (2019). “One interested teacher at a time”: Australian teacher librarian perspectives on collaboration and inquiry. 48th Annual Conference of the International Association of School Librarianship, Dubrovnik, Croatia.
- Gavigan, K. (2021, November 6). Librarians help students navigate an age of misinformation – but schools are cutting their numbers. The Conversation. https://theconversation.com/librarians-help-students-navigate-an-age-of-misinformation-but-schools-are-cutting-their-numbers-168637.
- Gilbert, J., & Pratt-Adams, S. (2022). Soft systems methodology in education: applying a critical realist approach to research on teacher education. Springer.
- Hanff, A. (2023, March 23). Why ChatGPT should be considered a malevolent AI – and be destroyed. The Register. https://www.theregister.com/2023/03/02/chatgpt_considered_harmful/.
- Hossain, Z. (2022). University freshmen recollect their academic integrity literacy experience during their K-12 years: Results of an empirical study. International Journal for Educational Integrity, 18(1), 4. https://doi.org/10.1007/s40979-021-00096-4
- Hosseini, M., Rasmussen, L. M., & Resnik, D. B. (2023). Using AI to write scholarly publications. Accountability in Research, 1–9. https://doi.org/10.1080/08989621.2023.2168535
- Hutchinson, E. (2023, April 3). AI in education: An opportunity for school libraries. Elizabeth Hutchinson Blog. https://www.elizabethahutchinson.com/post/ai-in-education-an-opportunity-for-school-libraries.
- Illia, L., Colleoni, E., & Zyglidopoulos, S. (2023). Ethical implications of text generation in the age of artificial intelligence. Business Ethics, the Environment & Responsibility, 32(1), 201–210. https://doi.org/10.1111/beer.12479
- International Federation of Library Associations and Institutions. (2021). IFLA school library manifesto. IFLA. https://cdn.ifla.org/wp-content/uploads/files/assets/school-libraries-resource-centers/publications/ifla_school_manifesto_2021.pdf.
- Jaeger, C. (2023, February 1). AI tool banned in Victorian state schools. The Age. https://www.theage.com.au/national/victoria/ai-tool-banned-in-victorian-schools-as-implications-examined-20230201-p5ch8h.html.
- Jamieson, S. (2018). Shouldn’t our expectations of students’ and academics’ intertextuality practices differ? In P. Diane & S. Philip (Eds.), Student plagiarism in higher education (pp. 105–122). Routledge. https://doi.org/10.4324/9781315166148.
- Jensen, M. H. (2022). Value creation from big data analytics: A systems approach to enabling big data benefits. Aalborg Universitetsforlag. https://doi.org/10.54337/aau510574702.
- Ji, Z., Lee, N., Frieske, R., Yu, T., Su, D., Xu, Y., Ishii, E., Bang, Y. J., Madotto, A., & Fung, P. (2023). Survey of hallucination in natural language generation. ACM Computing Surveys, 55(12), 1–38. https://doi.org/10.1145/3571730
- Jimenez, K. (2023, January 30). ‘This shouldn’t be a surprise’. The education community shares mixed reactions to ChatGPT. USA Today. https://www.usatoday.com/story/news/education/2023/01/30/chatgpt-going-banned-teachers-sound-alarm-new-ai-tech/11069593002/.
- Jovanovic, M., & Campbell, M. (2022). Generative artificial intelligence: Trends and prospects. Computer, 55(10), 107–112. https://doi.org/10.1109/MC.2022.3192720
- Keegin, J. M. (2023, May 23). ChatGPT is a plagiarism machine: So why do administrators have their heads in the sand? The Chronicle of Higher Education. https://www.chronicle.com/article/chatgpt-is-a-plagiarism-machine.
- Khaddage, F., & Flintoff, K. (2023). Say goodbye to structured learning: ChatGPT in education, is it a threat or an opportunity? Society for Information Technology & Teacher Education International Conference 2023, New Orleans, LA, United States. https://www.learntechlib.org/p/222099.
- Kidd, C., & Birhane, A. (2023). How AI can distort human beliefs. Science, 380(6651), 1222–1223. https://doi.org/10.1126/science.adi0248
- Kovanovic, V. (2022, December 15). The dawn of AI has come, and its implications for education couldn’t be more significant. The Conversation. https://theconversation.com/the-dawn-of-ai-has-come-and-its-implications-for-education-couldnt-be-more-significant-196383.
- Lambert, J., & Stevens, M. (2023). ChatGPT and generative AI technology: A mixed bag of concerns and new opportunities. Computers in the schools, 1–25. https://doi.org/10.1080/07380569.2023.2256710
- Lance, K. C., & Kachel, D. E. (2018). Why school librarians matter: What years of research tell us. The Phi Delta Kappan, 99(7), 15–20. https://doi.org/10.1177/0031721718767854
- Laretive, J. (2019). Information literacy, young learners and the role of the teacher librarian. Journal of the Australian Library and Information Association, 68(3), 225–235. https://doi.org/10.1080/24750158.2019.1649795
- Lauriola, I., Lavelli, A., & Aiolli, F. (2022). An introduction to deep learning in natural language processing: Models, techniques, and tools. Neurocomputing, 470, 443–456. https://doi.org/10.1016/j.neucom.2021.05.103
- Lee, M., & Twomey, M. (2011). The role of teacher librarians in networked school communities. Access, 25(1), 10–14.
- Liang, W., Yuksekgonul, M., Mao, Y., Wu, E., & Zou, J. (2023). GPT detectors are biased against non-native English writers. Patterns, 4(7), Article 100779. https://doi.org/10.1016/j.patter.2023.100779
- Lodge, J. M., Howard, S., Bearman, M., Dawson, P., Agostinho, S., Buckingham Shum, S., Deneen, C., Ellis, C., Fawns, T., Gniel, H., Harper, R., Henderson, M., Liu, D., Markauskaite, L., Mclean, J., Perrotta, C., Schuwirth, L., & Slade, C. (2023). Assessment reform for the age of artificial intelligence. TEQSA.
- Luckin, R., Cukurova, M., Kent, C., & Du Boulay, B. (2022). Empowering educators to be AI-ready. Computers and Education: Artificial Intelligence, 3, Article 100076. https://doi.org/10.1016/j.caeai.2022.100076
- Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed. An argument for AI in education. Pearson.
- Ludvigsen, K. G. A. (2023). The carbon footprint of ChatGPT. Towards Data Science. https://towardsdatascience.com/the-carbon-footprint-of-chatgpt-66932314627d.
- Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artificial Intelligence-written research papers and the ethics of the large language models in scholarly publishing. Journal of the Association for Information Science and Technology, 74(5), 570–581. https://doi.org/10.1002/asi.24750
- Malik, G., Tayal, D. K., & Vij, S. (2019). An analysis of the role of artificial intelligence in education and teaching. In P. Sa, S. Bakshi, I. Hatzilygeroudis & M. Sahoo (Eds.), Recent Findings in Intelligent Computing Techniques (pp. 407–417). Springer. https://doi.org/10.1007/978-981-10-8639-7_42.
- Matulionyte, R. (2023). Can AI infringe moral rights of authors and should we do anything about it? An Australian perspective. Law, Innovation and Technology, 15(1), 124–147. https://doi.org/10.1080/17579961.2023.2184138
- Mayes, C. (2023). School librarians should approach ChatGPT with caution. School Library Journal. https://www.slj.com/story/school-librarians-should-approach-ChatGPT-with-caution-soapbox.
- McCarthy, P. M., Guess, R. H., & McNamara, D. S. (2009). The components of paraphrase evaluations. Behavior Research Methods, 41(3), 682–690. https://doi.org/10.3758/BRM.41.3.682
- McGrew, S., & Byrne, V. L. (2022). Conversations after lateral reading: Supporting teachers to focus on process, not content. Computers & Education, 185, Article 104519. https://doi.org/10.1016/j.compedu.2022.104519
- Mercer, K., Weaver, K. D., & Lamont, G. (2023). Critical appraisal and evaluation of information. In S. Rowland & L. Kuchel (Eds.), Teaching science students to communicate: A practical guide (pp. 49–56). Springer International Publishing. https://doi.org/10.1007/978-3-030-91628-2_6.
- Merga, M. K. (2021). Why are teacher librarians an excellent investment in contemporary schools? Scan: The Journal for Educators, 40(2), 12–15.
- Mitchell, M. (2019). Artificial intelligence: A guide for thinking humans. Penguin.
- Monett, D., & Lewis, C. W. (2018). Getting clarity by defining artificial intelligence—A survey. In V. C. Muller (Eds.), Philosophy and theory of artificial intelligence (pp. 212–214). Springer.
- Naughton, J. (2023, June 4). A lawyer got ChatGPT to do his research, but he isn’t AI’s biggest fool. The Guardian. https://www.theguardian.com/commentisfree/2023/jun/03/lawyer-chatgpt-research-avianca-statement-ai-risk-openai-deepmind.
- Nayyer, K., & Rodriguez, M. (2022). Ethical implications of implicit bias in AI: Impact for academic libraries. In S. Hervieux & A. Wheatley (Eds.), The rise of AI: Implications and applications of artificial intelligence in academic libraries (pp. 165–174). ACRL.
- New South Wales Department of Education. (2022). The information process. https://education.nsw.gov.au/teaching-and-learning/curriculum/school-libraries/teaching-and-learning.
- New South Wales Department of Education. (2023). Australian framework for Generative Artificial Intelligence in schools: Consultation paper. NSW Department of Education. https://education.nsw.gov.au/about-us/strategies-and-reports/draft-national-ai-in-schools-framework.
- Nolan, B. (2023). Here are the schools and colleges that have banned the use of ChatGPT over plagiarism and misinformation fears. Business Insider. https://www.businessinsider.com/chatgpt-schools-colleges-ban-plagiarism-misinformation-education-2023-1.
- Oddone, K. (2022). Making the shift: Guiding teachers into the exciting and challenging role of teacher librarian. Access, 36(4), 15–19.
- OpenAi. (2023, March 14). Terms of use. OpenAI. https://openai.com/policies/terms-of-use.
- Ortiz, S. (2023, April 7). What is ChatGPT and why does it matter? Here’s what you need to know. ZDNet. https://www.zdnet.com/article/what-is-chatgpt-and-why-does-it-matter-heres-everything-you-need-to-know/.
- Pavey, S. (2023). AI bots: Our secret weapon for information literacy, info smarts and global thinking! Synergy, 21(2), https://slav.vic.edu.au/index.php/Synergy/article/view/718/716.
- Peres, R., Schreier, M., Schweidel, D., & Sorescu, A. (2023). On ChatGPT and beyond: How generative artificial intelligence may affect research, teaching, and practice. International Journal of Research in Marketing, 40(2), 269–275. https://doi.org/10.1016/j.ijresmar.2023.03.001
- Perrigo, B. (2023). OpenAI used Kenyan workers on less than $2 per hour to make ChatGPT less toxic. Time. https://time.com/6247678/openai-chatgpt-kenya-workers/.
- Potter, W. (2023, April 26). If ChatGPT wrote it, who owns the copyright? It depends on where you live, but in Australia, it’s complicated. The Conversation. https://theconversation.com/if-chatgpt-wrote-it-who-owns-the-copyright-it-depends-on-where-you-live-but-in-australia-its-complicated-202516.
- Puthiyedath, A. R. (2023, 5 May). A framework for AI co-creation in pedagogy. Reflections. https://www.linkedin.com/pulse/framework-ai-co-creation-pedagogy-dr-anjali-rajan-puthiyedath/.
- Quillbot. (n.d.). appengine.ai. Retrieved April 14, from https://www.appengine.ai/company/quillbot.
- Quillbot. (2023). Terms. https://quillbot.com/terms.
- Raicu, I. (2023). Can biased humans design biased algorithms that still enhance human flourishing? Internet Ethics Blog, Markkula Center for Applied Ethics. https://www.scu.edu/ethics/internet-ethics-blog/on-biased-humans-and-algorithms/.
- Raval, N. (2021). Interrupting invisibility in a global world. Interactions, 28(4), 27–31. https://doi.org/10.1145/3469257
- Reiter, B. (2017). Theory and methodology of exploratory social science research. International Journal of Science & Research Methodology, 5(4), 129–150.
- Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. International Society for Technology in Education.
- Rossi, S. L. (2022). Revisioning paraphrasing instruction. In S. E. Eaton & J. C. Hughes (Eds.), Academic integrity in Canada (Vol. 1, pp. 411–429). Springer. https://doi.org/10.1007/978-3-030-83255-1_21.
- Sadasivan, V. S., Kumar, A., Balasubramanian, S., Wang, W., & Feizi, S. (2023). Can ai-generated text be reliably detected? arXiv preprint arXiv:2303.11156.
- Sætra, H. S. (2023). Generative AI: Here to stay, but for good? Technology in Society, 75, Article 102372. https://doi.org/10.1016/j.techsoc.2023.102372
- Shimony, E. (2023, May 23). ChatGPT can be used to create malware: Here’s how. infosecurity. https://www.infosecurity-magazine.com/opinions/chatgpt-create-malware-how/.
- Siemens, G. (2022, December 22). Not everything we call AI is actually ‘artificial intelligence’. Here’s what you need to know. The Conversation. https://theconversation.com/not-everything-we-call-ai-is-actually-artificial-intelligence-heres-what-you-need-to-know-196732.
- Sinatra, G., & Hofer, B. K. (2023, May 24). ChatGPT and other generative AI could foster science denial and misunderstanding – here’s how you can be on alert. The Conversation. https://theconversation.com/chatgpt-and-other-generative-ai-could-foster-science-denial-and-misunderstanding-heres-how-you-can-be-on-alert-204897.
- Somoye, F. L. (2023, February 3). What is perplexity AI and what are its uses? https://www.pcguide.com/apps/perplexity-ai/.
- Song, S. (2020, March). Teaching the challenging but essential academic writing skill of paraphrasing. EFL Magazine. https://eflmagazine.com/teaching-the-challenging-but-essential-academic-writing-skill-of-paraphrasing/.
- Southgate, E., Blackmore, K., Pieschl, S., Grimes, S., Mcguire, J., & Smithers, K. (2018). Artificial intelligence and emerging technologies (virtual, augmented and mixed reality) in schools: A research report. University of Newcastle.
- Stebbins, R. A. (2001). Exploratory research in the Social Sciences. Sage. https://doi.org/10.4135/9781412984249.
- Sullivan, M. (2023). Is perplexity AI showing us the future of search? Fast Company. https://www.fastcompany.com/90883562/is-perplexity-ai-showing-us-the-future-of-search.
- Sye, D., & Thompson, D. (2023). Tools, tests, and checklists: The evolution and future of source evaluation frameworks. Journal of New Librarianship, 8(1), 76–100. https://doi.org/10.33011/newlibs/13/9
- Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
- UNESCO. (2023). International forum on AI and education: Steering AI to empower teachers and transform teaching. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386162.
- Wach, K., Duong, C. D., Ejdys, J., Kazlauskaitė, R., Korzynski, P., Mazurek, G., Paliszkiewicz, J., & Ziemba, E. (2023). The dark side of generative artificial intelligence: A critical analysis of controversies and risks of ChatGPT. Entrepreneurial Business and Economics Review, 11(2), 7–30. https://doi.org/10.15678/EBER.2023.110201
- Wall, J. (2022). Information fluency: A framework for teacher librarians as expert practitioners. Access, 36(1), 15–23.
- Wang, T., & Cheng, E. C. K. (2022). Towards a tripartite research agenda: A scoping review of artificial intelligence in education research. In E. C. K. Cheng, R. B. Koul, T. Wang, & X. Yu (Eds.), Artificial intelligence in education: Emerging technologies, models and applications (pp. 3–24). Springer. https://doi.org/10.1007/978-981-16-7527-0_1.
- Wiggers, K. (2023, 5 April). AI-powered search engine Perplexity AI lands $26M, launches iOS app. TechCrunch. https://techcrunch.com/2023/04/04/ai-powered-search-engine-perplexity-ai-lands-26m-launches-ios-app/.
- Wineburg, S., Breakstone, J., Mcgrew, S., Smith, M. D., & Ortega, T. (2022). Lateral reading on the open internet: A district-wide field study in high school government classes. Journal of Educational Psychology, 114(5), 893–909. https://doi.org/10.1037/edu0000740
- Wodecki, B. (2023). UBS: ChatGPT may be the fastest growing app of all time. AI Business. https://aibusiness.com/nlp/ubs-chatgpt-is-the-fastest-growing-app-of-all-time.
- Ziarko, J. (2022). Soft systems methodology in identifying and eliminating occupational safety hazards. Security: Theory and Practice, 47(2), 75–90.