Abstract

This research describes the conceptual development and insights from implementation of Partners for Algorithmic Literacy (PAL) - a groundbreaking student-faculty learning community model, facilitated by academic librarians, where undergraduates and instructors partner to co-design curricular plans integrating or interrogating AI in the classroom. In the fall of 2023 and 2024, two cohorts in this learning community were partnered. In weekly sessions, partners experimented with AI tools and engaged PAL’s novel Algorithmic Literacy Pedagogy Framework to guide their conversations and co-design process.

Employing qualitative content analysis, an in-depth exploration is underway to glean valuable insights from the student-faculty partners’ personal reflections, collaborative conversations, and co-developed curricular plans. This qualitative analysis seeks to identify common themes that will help inform future implementations of student-faculty learning communities and partnership-oriented algorithmic literacy pedagogy.

This presentation includes an overview of the PAL program, an explanation of the methodology behind the qualitative content analysis, and initial findings from this study and their implications for library instructors and students. These findings shed light on how pedagogical partnership can support mindful engagement with AI in education, as well as introduce two novel pedagogical tools for library instructors: the student-faculty learning community program model and the Algorithmic Literacy Pedagogy Framework behind it.

Keywords

Students as Partners Pedagogy, Pedagogical Partnership, Information Literacy, Algorithmic Literacy, Artificial Intelligence, Student-Faculty Learning Community

Date of this Version

5-27-2025

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