Document Type

Article

Publication Date

5-2025

Abstract

This case study explores the design and implementation of a Chat-GPT literacy workshop for undergraduate students, aiming to equip them with the skills and knowledge necessary to navigate the AI-driven information landscape responsibly and critically. Drawing from a comprehensive literature review on AI literacy and employing a postphenomenological lens, the workshop incorporated best practices for teaching ChatGPT skills, including an emphasis on ethical considerations and critical reflection on the human-technology relationship. The postphenomenological perspective allows for a deeper understanding of how ChatGPT shapes students' experiences and practices. Employing a mixed-methods approach, the study assessed the effectiveness of the workshop through pre- and post-workshop surveys, polls, reflective activities, and a prompt engineering exercise. The findings demonstrate the workshop's success in increasing students' confidence in understanding ChatGPT's functionality and prompt engineering. However, the results also reveal a discrepancy between students' self-reported confidence and their actual knowledge, highlighting the need for further refinement. The study contributes to the growing body of knowledge on AI literacy in university libraries and underscores the importance of integrating ethical considerations and critical reflection into AI literacy initiatives.

Original Publication Citation

Archambault, S.G., Murph, N.L., & Ramachandran, S. (2025). Fostering AI Literacy in Undergraduates: A ChatGPT Workshop Case Study. Library Trends 73(4), 443-475. https://dx.doi.org/10.1353/lib.2025.a968491.

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