Author: Sarah Schmerler

I am not in the habit of using social media posts as “proof” — yet, this image of Senator Blumenthal using the AI to make his opening remarks at a Senate hearing on legislating restrictions on AI is priceless:

Sen. Richard Blumenthal (D-CT) opens a Senate artificial intelligence hearing with an AI-generated speech. pic.twitter.com/1mQQa2iAMZ

— The Recount (@therecount) May 16, 2023

The above was cited in an article in New York Magazine that touts “Regulation of AI is essential,” and I heartily agree.

We–teachers and students alike–need to push for government restrictions on AI before things get way to out of hand in this crazy world. And until they come, we need to understand the current digital landscape.

So I want to be clear: Just because I am advocating for our using and understanding generative AI in teaching and research does not mean I trust it or think that it is being ethically produced and used.

For some quick reading on ChatGPT CEO Sam Altman’s recent testimony before Congress (in which this Tweet was posted), see:

Steib, Matt. “OpenAI CEO Sam Altman Says He Wants Regulation for ChatGPT.” New York Magazine, 16 May 2023.

I’m Prof. Schmerler, and I believe this is an historic moment in technology. Let’s greet it head on. Scroll here for ways to do that.

Answer One: Meet them where they live

And just where do they live, Online? Here are a few screenshots from a recent survey I conducted with my students in Freshman English (1121):

Here are all the results from my survey–ONLINE RESEARCH PRACTICES:

I am glad I made my survey anonymous. That said, good conversations can be had about this with freshmen writer/researchers. For instance:

Most students don’t know that really good information lies behind paywalls–and that their CUNY EMPLID will get them access to it.

They don’t realize that this information, though harder to find at the outset, is worth seeking in the long run.

CUNY’s Libraries spend upwards of 3 million dollars a year to make good data available to its students and faculty. I think that this bargain should be touted in classes, workshops — more than it is! $$$.

Now that I said this, let’s get back to the ways we can meet our students where they live Online. Some healthier social media suggestions are in order. Check my post, here.

Questions we scholars (students and teachers alike) should ask ourselves. A short checklist:

While searching–

Are you checking in with yourself every 20 minutes ?

Are you assessing your own vulnerability / self state?

Do you feel over-immersed or over engaged? 

If you feel you want more protection from trackers: Are you using a search engine like DuckDuck Go for personal searches, rather than Chrome?

Are you practicing Data Dignity and Privacy Activism (DAPA) or PSA (psychological safety awareness)? 

(I made these term up.) Here are some more questions to ask yourself:

Do you have a VPN?

Are you using a browser like Brave (that catches trackers), or Safari (with Apple’s iCloud Relay** activated) rather than Chrome?

What Plug-Ins are you employing? For instance: 

Are you blocking ads (if that is your preference) and or 

“badgering” advertisers?

Rejecting marketing cookies?

Are you feeling protected from fingerprinting?

Have you created email aliases for Online research, et al?

First, you can read their study(ies) in lateral reading and fact checking techniques — and how necessary they are for our current classrooms:

https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online

https://searchworks.stanford.edu/view/dd707pp9195

https://stacks.stanford.edu/file/druid:dd707pp9195/COR%20Across%20the%20Curriculum.pdf

Then, you can engage with their lesson plans — most of which are freely available for download. My favorite of their lessons/techniques is Lateral Reading:

https://docs.google.com/document/d/1SoaoAZu7zbO5HNavd2BopNGlWaDnjB-hNcTYZzFTpmc/edit

https://cor.stanford.edu/curriculum/lessons/lateral-vs-vertical-reading

Here is an intro, and then a few more lessons:

https://cor.stanford.edu/blog/locating-examples

https://cor.stanford.edu/curriculum/lessons/domain-names/

yes, most students can’t discern between advertisements and regular content:

https://cor.stanford.edu/curriculum/lessons/sponsored-content/

I want to talk to you for just a second about Data Dignity

If you don’t care that an Online site (Insta, YouTube, Twitter, the list goes on) is constantly pummeling you with “suggestions,” tracking you, and generally caring more about keeping you engaged (your eyeballs on the screen) than about letting you make your own decisions–think again! Remember what they say: if you are getting information for free, you are being used.

One way you can gain power in this “Attention Economy” is to create a better feed. Try getting what I call a Healthy Algorithmic Diet.

“FOLLOW” and “LIKE” sources that will then generate new input into your social-media feed. Once the bot sees sources like these, it will show you even more:

• https://twitter.com/mediawise?ref_src=twsrc%5Etfw%7Ctwcamp%5Eembeddedtimeline%7Ctwterm%5Escreen-name%3Amediawise%7Ctwcon%5Es1_c1
• https://www.instagram.com/mediawise/
• https://www.tiktok.com/@mediawise Yes, EVEN on Tik Tok
• https://www.tiktok.com/@mediawise/video/7217859295113776426 a Tik Tok version of FC video!
• https://www.tiktok.com/tag/internationalfactcheckingday #factcheckFriday on Tik Tok

Hmm https://www.tiktok.com/@factsmatterng/video/7140007513122032902

• PBS NewsHour Student Reporting Labs: these kids take on Tik Tok better than Stanford!: Debunking Conspiracy Theories about the Denver Airport | Is This Legit?

You can’t fight back against social media from inside social media. However, you can train it to serve you more effectively. Treat social media like it’s a stupid dog that loves you. Teach it to perform some new tricks. : )

Below you will find: A list of Online watchdog sites and fact-checking sites that tend to supply reliable information when you are conducting research on the greater Web.

Why?

Well: Before we send anyone out into the Online world and arm them with reasons (good reasons!) why they should beware of fakes, forgeries, and general nastiness at every turn, we ought to share with them what’s good.

No ONE site Online is perfect. That said, I try to keep a NiLi (A “Nice” List) of sites. You should, too. NiLi sites are places that, when I land on them, I am generally able to breath a sigh of relief. Sites that I am happy to find in my search-result feed.

I add and subtract to this list — and you should, too. I won’t put them all in this one post, just the ones I call the “watchdogs”: These sites check for fakes, dupes, and other sculduggery on the regular.

My current NiLi (Nice List) of Watchdogs:

•  https://www.snopes.com SNOPES.COM
• https://www.politifact.com/ POLITIFACT.COM
• https://www.factcheck.org/ FACTCHECK.ORG
• https://www.washingtonpost.com/news/fact-checker/ FACTCHECKER WASHINGTON POST
• https://apnews.com/hub/ap-fact-check AP FACT CHECK

https://apnews.com/article/ap-fact-check-234264975049 More on AP fact checks

• https://www.reuters.com/fact-check Reuters FACT CHECK
• https://mediabiasfactcheck.com/ MEDIA BIAS Fact Check
• https://leadstories.com/ LEAD STORIES.com
• https://www.bbc.com/news/reality_check BBC NEWS REALITY CHECK