Thinking a lot about shame as it relates to discussions of AI on our campuses at #ACRL2025. There are certainly a lot of reasons to be cautious about AI, but I don’t ever want to approach conversations about AI from a deficit viewpoint.
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Students at my institution have written me to say they have felt shamed by certain faculty for having an interest in or having had explored AI. I cannot believe that was the intention of the professors, but that was the take away.
I choose not to believe that students are coming to our institutions, paying an increasingly alarming number of dollars in tuition, and holding off on starting their lives for no reason.
Yes, they are concerned about finding jobs that pay living wages upon graduation but I have never met a student uninterested in learning during their college experience.
When students take shortcuts, we need to consider why.
If students see their classes as individual learning experiences instead of part of the whole or when they fail to see the connection between the assignment, the learning outcomes, and their futures, they may be more inclined to take shortcuts.
That’s something we need to do a better job of addressing. We need stronger partnerships between librarians, instructional designers, and teaching faculty.
When we avoid talking about and using AI in our classes, we send a signal that these tools are shameful and we graduate students without empathy for others who, without access to education, may be using AI to learn, grow, and get ahead.
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When students take shortcuts, we need to consider why.