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Artificial Intelligence: Using Generative AI

Critical and Careful Consideration

Generative AI (GenAI) can offer many benefits for students, educators, and researchers alike. However, when deciding whether to use GenAI tools, consider whether their intended use is ethical (see Ethical Considerations) and permitted. 

To critically and carefully use GenAI,
 
  1. familiarize yourself with your institution's policies and regulations (which may differ between colleges, departments, programs, courses, and other contexts) regarding the use of GenAI (see AI Guidelines at USask and the USask Academic Integrity website section Generative Artificial Intelligence at USask).
  2. reflect on whether GenAI use is appropriate and beneficial for your specific context, ensuring it supports your goals and objectives;
  3. consider whether GenAI use will lead to any learning loss; 
  4. obtain proper permissions and adhere to applicable laws to protect the intellectual property rights of sources, students, colleagues, and other stakeholders; and
  5. exercise caution when using AI tools to analyze data, grade assignments, or detect plagiarism, as they can produce false positives, compromise privacy, and lead to harmful consequences.
Disclaimer: The following information is not an endorsement or promotion of the use of generative artificial intelligence (GenAI) tools. The content serves only to facilitate an understanding of how GenAI tools can be used within various contexts and should not replace any advice, guidance, or requirements from your instructors, supervisors, publishers, the institution, or other stakeholders.

Should You Use GenAI for....

Should GenAI Be Used as a Study Aid?

As GenAI makes its way into every facet of our daily lives, you may find it tempting and convenient to incorporate it into your academic life. However, when considering GenAI to study or prepare for assessments, it is crucial to exercise caution, adhere to institutional and instructor guidelines, and consider whether the tool is helping you to learn or leading to learning loss. 

While GenAI can be a powerful tool for you when seeking to understand abstract and complex concepts, learn to recognize its limitations and avoid becoming overly reliant on it. By striking a balance between traditional study methods and, if permitted, thoughtful integration of GenAI into study routines, you can make informed decisions that enrich your learning experience while maintaining academic integrity.
Guidelines

Be mindful of several factors before using GenAI as a tool to study or for assessment preparation:

  1. Familiarize yourself with the guidelines and regulations regarding the use of AI tools for academic purposes (guidelines may be institutional, departmental or provided by your college, program, instructor, or supervisor).
  2. Be aware that AI-generated content may contain inaccuracies. Always verify the information obtained from GenAI with credible sources, such as textbooks, academic articles, or your course materials.
  3. Understand the limitations of GenAI and recognize that it can supplement but should not replace traditional study methods entirely. If its use is permitted, GenAI can be a valuable supplement to the learning process, but you must use critical thinking skills and engage with the subject material independently to avoid interfering with the learning process.
  4. Consider the ethical implications of using GenAI, such as the potential for plagiarism or academic misconduct. Ensure you use the technology responsibly and ethically to avoid any issues that could compromise your academic integrity.

For more information about the use of GenAI as a study aid, visit the academic integrity GenAI page.
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Capabilities and Limitations of Using GenAI as a Studying or Learning Aid
Capabilities Limitations
Personalized Learning: Adapts study materials and learning paths to individual needs and preferences, including as assistive technology. Accuracy: AI-generated content may contain errors, leading to misunderstandings or misinformation.
Interactive Learning: Provides engaging, interactive experiences through quizzes, simulations, and multimedia. Bias: Study materials may reflect biases present in the AI's training data, potentially perpetuating stereotypes.
Immediate Feedback: Offers instant feedback on exercises and assessments, helping to reinforce learning. Dependence: Overreliance on AI tools may reduce the development of independent study skills and critical thinking.
24/7 Availability: Accessible at any time, providing support outside of regular classroom hours. Contextual Understanding: AI may struggle with nuanced or complex subjects that require deep contextual understanding.
Resource Variety: Generates diverse study resources, including summaries, flashcards, and practice questions. Ethical Concerns: AI tools may not adhere to privacy and data protection guidelines, especially when handling personal information.
Language Support: Assists with language learning and translation, making studying more accessible for non-native speakers. Customization Limitations: The use of AI may not align perfectly with specific curriculum standards or individual study needs.
Should GenAI Be Used as a Teaching Tool?
Generative AI (GenAI) can be used to automate numerous teaching tasks. For example, it can generate slide decks and lesson plans, build assessments, and provide personalized feedback to students. This automation can relieve educators from the burden of manually completing these tasks, allowing them to focus on more strategic aspects of teaching, such as facilitating discussions, designing engaging learning activities, and mentoring students. By reducing the cognitive load associated with routine tasks, GenAI can enable educators to allocate their time and energy more effectively.
Guidelines

Educators can leverage the advantages of GenAI and maintain a cautious approach to ensure a safe, transparent, and ethical learning environment.

Before using GenAI, educators must ensure compliance with institutional policies, acknowledge the potential biases and inaccuracies in AI outputs, protect students' intellectual property rights, and exercise caution when using AI as a grading tool.

AI detectors, tools used to identify AI-generated content, are neither approved nor recommended for use at the University of Saskatchewan. They can compromise student privacy, and they often produce false positives, which can result in wrongful accusations of misconduct.  

For helpful advice on how to handle suspected academic misconduct, create a syllabus statement, and more, visit the University of Saskatchewan page GenAI resources for faculty and instructors.
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Capabilities and Limitations of Using GenAI as a Teaching Tool
Capabilities Limitations
Personalized Learning: Can tailor educational content to individual student needs and learning styles. Accuracy: AI-generated content may contain factual inaccuracies that can misinform students.
Scalability: Provides educational support to a large number of students simultaneously, enhancing access to learning resources. Bias: Teaching materials may reflect biases present in the training data, potentially perpetuating stereotypes.
Engagement: Creates interactive and engaging learning experiences through multimedia content such as animations, quizzes, and simulations. Contextual Understanding: AI may lack the depth of contextual understanding needed for nuanced teaching and learning.
Assessment and Feedback: Can quickly assess student work and provide immediate feedback, promoting faster learning cycles. Ethical Concerns: Issues related to student data privacy and consent must be carefully managed. Do not enter student work into a third-party AI tool without proper consent.
Accessibility: Improves accessibility for students with disabilities through features like text-to-speech, language translation, and more. Dependence: Overreliance on AI tools may reduce students' development of critical thinking and problem-solving skills.
Resource Creation: Assists educators in creating diverse teaching materials, lesson plans, and activities. Customization Limitations: AI tools may not always align perfectly with specific curriculum standards or pedagogical approaches.
Further Resources

MIT Sloan: Teaching and Learning with AI
From MIT Sloan Teaching & Learning Technologies: "Reimagine your lessons and engage students by incorporating generative AI into your courses." Includes getting started with AI, practical strategies, discipline-specific case studies, detection, and more.

AI Text Generators and Teaching Writing
Compiled by the Writing Across the Curriculum Clearinghouse, a wealth of resources, including ideas for assignment design and engaging students.

Assorted AI assignments and readings from Anna Mills

Materials "collected for a college composition course with an AI theme in Spring 2024. Includes readings about AI, guidance on AI feedback, an activity where students fact-check AI, and more."

AI and College Writing: An Orientation for Students [DRAFT] by Anna Mills

"This is a draft document addressed to students that will eventually become part of the open textbook How Arguments Work: A Guide to Writing and Analyzing Texts in College. A grant from the California Community Colleges Chancellor’s Office Zero Textbook Cost Program via Cañada College funds this work in Summer 2024 under the guidance of Sarah Harmon." - posted on this guide July 25, 2024

A Process for Building a Syllabus Policy
From Daniel Stanford (Jan.16, 2024)

Instructors as Innovators: a Future-focused Approach to New AI Learning Opportunities, with Prompts
April 2024. "This paper explores how instructors can leverage generative AI to create personalized learning experiences for students that transform teaching and learning. We present a range of AI-based exercises that enable novel forms of practice and application including simulations, mentoring, coaching, and co-creation."

Lesson Plan: Facilitating the Research Writing Process with Generative Artificial Intelligence
June 2024: "This quick-hit article presents a plan to teach learners about generative AI writing tools and their ethical use for writing purposes."

Humanities-focused: Creative and critical engagement with AI in education
From the metaLAB at Harvard: "A collection of assignments and materials inspired by the humanities, for educators curious about how AI affects their students and their syllabi."

"AI Comes for the Author," in Poetics Today
This article discusses the implications of generative AI on the traditional concept of the author, raising questions about originality, creativity, and the future of literary production.

Should GenAI Be Used as an Information Retrieval Tool?

While generative AI (GenAI) can serve as a search tool and generate coherent responses to simple prompts, it presents significant challenges when it comes to accuracy, bias, ethics, data privacy, and source verification.

Traditional search engines offer direct links to sources, enabling users to verify information. In contrast, AI-generated responses often lack clear citations, making it difficult to trace the origin of information or confirm its accuracy. Overcoming these challenges is important in determining whether GenAI can and should be used as an effective and reliable search tool.

Be mindful that GenAI is not a suitable tool when searching for academic literature.
Guidelines
Understanding GenAI Outputs: GenAI tools are trained on vast datasets from both published and unpublished sources, using pattern recognition to generate the 'best output' in response to text-based prompts. Outputs can be in the form of text, images, audio, or video, and their quality depends on the user's prompt and the undisclosed data sources used for training. These factors contribute to significant limitations when using GenAI for information retrieval.
 
Accuracy and Verification: GenAI may produce convincing but incorrect or misleading information, a phenomenon known as 'hallucination.' To ensure accuracy, it is essential to cross-reference AI-generated content with reliable sources and fact-check information to avoid misinformation.
 
Ethical and Legal Considerations: The inclusion of copyrighted material in training data raises legal and ethical concerns. Users should be aware of potential copyright infringements and ensure that AI-generated content is used ethically and responsibly.
 

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Prompt Creation: While GenAI itself can be used to generate information, it can also assist in creating effective search prompts. By using GenAI to refine and optimize search queries, users can improve the relevance and quality of the information retrieved from traditional search engines.
 
Choosing the Right GenAI Tool: Some GenAI tools provide source citations and clear references for their outputs. Select tools, such as Perplexity, that offer transparency in their data sources, allowing users to verify information and ensure its reliability.
 

Fact-Checking and Cross-Referencing: To overcome the limitations of GenAI, you must cross-reference AI-generated content with reliable sources. This practice helps to ensure accuracy; prevent plagiarism or copyright infringement; and avoid the spread of misinformation.
Capabilities and Limitations of GenAI in Searching or Information Retrieval
Capabilities Limitations
Efficiency: Quickly retrieves large amounts of information, saving time and effort. Accuracy: AI-generated information may be factually inaccurate or misleading.
Natural Language Processing: Understands and responds to queries in natural language, making it user-friendly. Bias: Responses may reflect biases present in the training data, leading to skewed or partial information.
Comprehensive Search: Can pull information from a vast range of sources, providing broad overviews. Transparency: Lack of clarity on data sources can make it difficult to verify the reliability of information.
Customizable Queries: Allows for tailored searches based on specific needs and contexts. Ethical Concerns: Potential misuse of copyrighted material and ethical issues related to data privacy.
Multi-modal Retrieval: Capable of retrieving diverse types of content, including text, images, and videos. Hallucinations: Outputs may contain convincing but false information, known as hallucinations, that require careful evaluation.
Accessibility: Enhances access to information for users with varying levels of expertise and from different fields. Verification: Users must cross-reference AI-generated information with reliable sources to ensure accuracy.
Should GenAI Be Used For Research Purposes?

Generative AI (GenAI) can be used in research to enhance data analysis, streamline research processes, and facilitate discoveries. However, researchers must ensure that its use aligns with ethical guidelines, institutional policies, and research objectives and that research practices align with standards of research integrity and methodological soundness.
Guidelines

GenAI tools can support research activities when their specific applications and extent of use are appropriate, approved, and adhere to departmental or university policies.

The use of AI in research is governed by the same policies and regulations as non-AI-assisted research. Use it responsibly by upholding principles of academic integrity and remaining mindful of ethical considerations.

Depending on the stage of research, additional policies may become relevant to determine the acceptability and extent of GenAI use. For example, when disseminating research, check the policies of your target journal or publisher. If seeking funding, be aware of the funder’s policies regarding the use of GenAI tools for developing grant proposals.

USask Provisional Guidelines

In  August 2024, the University of Saskatchewan released provisional guidelines for research, scholarly, and artistic work. Review these guidelines before conducting research at USask.
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Characteristics of GenAI Tools That Are Relevant for Research

GenAI tools are software that use large datasets to predict the best outputs in response to text-based prompts. Because the definition of 'best output' is relative—based on each user's prompt, context, expectations, and specific task requirements—and because the data sources used to train each model may not be disclosed, factual or ethical outputs cannot be guaranteed, or even replicated.

To meet ethical and integrity standards, researchers must understand the technical and performance features of these tools. For example, to ensure transparent and accurate research methods, researchers must understand the data sources the tool was trained on, its coverage concerning the domain of interest, and how the tool searches, retrieves and provides information in the form of an output.

Key Considerations When Using GenAI for Research

In research, effectively employing Generative AI involves carefully assessing the tool's compatibility with objectives, methodology, data sources, and ethical standards while prioritizing transparency, validation, accuracy, and security.

  • Proper Tool Selection: Use GenAI tools that directly support and enhance the specific objectives of the research, ensuring a strong fit for the intended purpose. Recognizing what an AI model can and cannot do allows researchers to align their research questions with the appropriate tools.
  • Methodological Integrity: Choose GenAI tools that complement and strengthen the methodological approach of the research, preserving the integrity and validity of the study. Ensure that the selected tool has been rigorously assessed using a comprehensive evaluation process.
  • Data Source Verification: Understand where and how the datasets used to train GenAI models were collected to assess their representativeness and potential biases. Confirm that the input data is comprehensive and reliable for your purpose.
  • Transparency and Accuracy: Maintain transparency about the use of AI in the research process, including methodologies, limitations, and the role of AI in data analysis and interpretation. Regularly evaluate and refine AI-generated outputs to ensure accuracy and reliability.
  • Ethical Standards and Privacy: Ensure the use of AI tools adheres to ethical standards, including respect for privacy, consent, and intellectual property. Use rigorous data handling and security protocols to protect sensitive information, and ensure the AI tool does not use your data for its training purposes. Confirm that the AI tool does not infringe on any copyrights.
Responsibilities of Researchers Using GenAI for Research
Should GenAI Be Used as a Writing Tool?
Generative AI (GenAI) can be used for various writing tasks, such as organizing articles and reports, blogging, or brainstorming. While GenAI tools have versatility and potential to assist you in the writing process, it's important to ensure you have permission to use them.
Confirming Permission

Before using any GenAI writing tools for coursework, verify whether their use is permitted by checking assignment instructions, noting any in-class guidance, and reviewing the course syllabus.

If you are writing for publication, carefully read publication agreements and submission guidelines for references to AI. If none can be found, contact the publisher for more information.

Recommendations

  • If, after reviewing instructions and confirming permission, you are unsure about acceptable uses of GenAI, ask your instructor or supervisor for clarification.

  • Consider asking for guidance in writing (such as in an email) to ensure you are not missing any details.

  • Note that what is allowed in one class, a section of a class, or even in an individual assessment in one class, may not be allowed in another class, section, or assessment. 

  • If you are using GenAI in a group project, check in with your group members before using GenAI.

Please consult relevant parts of the Library's GenAI guide for more information, particularly around integrity and ethics, and visit the USask Academic integrity page's Advice for Students. In addition, review the USask provisional guidelines for research, scholarly, and artistic work and provisional guidelines for students. 

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Instructors: To help students understand the appropriate use of GenAI, establish and communicate transparent policies regarding AI use in the assessment instructions and course syllabus.

Clearly state the potential benefits and limitations of using GenAI as a writing tool, emphasizing the importance of

  • considering ethical dimensions of AI use, 
  • maintaining academic integrity,
  • developing important skills such as critical thinking, and
  • avoiding over-reliance by honing individual writing skills

Please consult relevant parts of this guide for more information, the USask Integrity website's Generative AI information page (including its section on AI detection), and USask's GenAI resources for faculty and instructors. USask released provisional educator guidelines for use of AI, particularly GenAI, in August 2024. 

Conversation Starters for Students: In addition to asking whether you have permission to use GenAI, you can ask instructors or supervisors some questions that will lead to enlightening and interesting conversations:

  • What are your opinions about GenAI?
  • How are scholars in your field responding to GenAI?
  • How do you see GenAI changing teaching, learning, and research in the coming years?
  • In what scenarios do you think using GenAI is appropriate?
  • What advice would you give to students about using GenAI?
Capabilities and Limitations of GenAI Tools in the Writing Process

GenAI tools are best conceived as aids rather than replacements for various tasks in the writing process. When GenAI tools are permitted, they may only be permitted in specific ways or contexts. Check with your instructor, and appreciate the reasons for the parameters they set.

Review the following tips and examples of their capabilities and limitations below.

TIPS
1) Be sure to take the USask Academic Integrity Tutorial, which includes a module on GenAI, and for which you can generate a certificate of completion.
2) To be honest and transparent about your use of GenAI, carefully document (see documentation) your writing process and cite according to instructions.
3) If you know that your instructor is using a GenAI detector, do not submit work that contains copyrighted material, or private or sensitive information about yourself or others (see the Privacy, Copyright, and Indigenous Knowledge sections under Ethical Considerations)

No matter how you use GenAI in the writing process,  it is essential to consider both its capabilities and its limitations.

Capabilities* Limitations

Generating ideas / supporting brainstorming: GenAI can spark ideas or suggestions in response to aprompt, helping a user get "unstuck" on starting an assignment. It can also be prompted to argue or present alternative viewpoints and perspectives. For example, a student might input, 'Analyze the theme of identity in The Great Gatsby,' and the AI can generate ideas such as the contrast between Gatsby and Nick's identities, or the influence of social class on personal identity in the novel.

Handling Complexity: GenAI can generate errors, inconsistencies, and oversimplifications when used to assist with academic work. This can be seen in how it manages i) complex texts (e.g., nuanced texts, intricate reasoning); ii) subjects that span more than one discipline, or involve interconnected theories; iii) inputs requiring the AI to help with the synthesis of information or critical thinking; and iv) maintenance of context, particularly in longer interactions.

Aiding in paper structuring and drafting: GenAI can assist in organizing thoughts, creating outlines, and drafting with commonly-used disciplinary vocabulary and phrases (note: not appropriate in all disciplines or contexts). GenAI can be used to reverse outline work, too.

Summarizing and paraphrasing: GenAI does not always create a fully accurate summary or paraphrase, which can lead to the omission or misrepresentation of important details. Concerningly, GenAI also tends to patchwork plagiarize. 

Demonstrating genre conventions: GenAI can be used to better understand the conventions and styles typical of various genres. For example, it can generate persuasive essays with strong arguments, narrative essays with personal stories, or descriptive essays with vivid details, helping students recognize and analyze each type.

Generating biased and inaccurate information: GenAI tools do not reliably generate unbiased, balanced, and accurate information, and their outputs require human verification. The user must have critical thinking skills and the ability to fact-check and verify outputs.

Answering grammar questions: Many use GenAI to revise, edit, and proofread their writing (examples). This can lead to the ability to identify redundancies; idiomatic expressions (e.g., “Can you list some idioms that express surprise or astonishment?”) or synonyms (e.g., "what is another word for 'happy'?"). GenAI can also help writers with punctuation and sentence structure, leading to more polished work. Be sure to see the "Limitations" column for important issues around editing and proofreading.

 Inconsistently indentifying grammatical errors: GenAI tools do not consistently identify grammatical errors, especially in complex texts. Better outputs require better inputs (prompts), meaning that you require some grammar knowledge to be specific in your prompt (e.g., "Check for unclear pronoun references"). As AI tools become more integrated into educational platforms and software (e.g., GrammarlyGo in Grammarly), you might unknowingly use AI-assisted features, even when their use is unauthorized.
Translating text and recommending vocabulary: Writers can use GenAI to translate text into different languages and choose vocabulary for their writing. Make sure that you verify and learn from outputs rather than having the AI do the work for you.

Translating accurately: These tools do not always produce fully accurate translations, particularly for your intended meaning or context,  potentially resulting in misunderstandings or miscommunication. They can curtail learning if used without verification of outputs. Use translation functions only if permitted.

Improving accessibility: These tools can provide real-time, inexpensive or free writing assistance for writers with dyslexia, Autism or ADHD. For example, the prompt "I have a 20-page research paper due in six weeks. Can you help me create a plan to complete it on time?" may help a student with ADHD (or any student, for that matter) begin and manage the writing process.

 Requiring User Expertise: Effective use of GenAI requires that you have the basic subject expertise, critical thinking, creative thinking, and revision skills to manage and correct limitations.
Levelling the playing field for scholars: GenAI can improve the chances for undergraduate or graduate students who communicate in a dialect of English, or whose first language is not English, to publish their knowledge (Tai, et al., 2023, p. T13). Care must be taken to check outputs for accuracy, review publication agreements and assess for plagiarism (GenAI can patchwork plagiarize, for example).  Generating a uniform style, linguistic uniformity: Cultivate and maintain your own writing style, maintaining your authorial voice. GenAI tools tend to default to Standard American English (SAE) and a uniform, generic style. The MLA-CCCC Joint Task Force on Writing and AI warns, “[s]tudents may face increased linguistic injustice because LLMs promote an uncritical normative reproduction of standardized English...that aligns with dominant racial and economic power structures” (2023, p. 7). For example, by correcting someone’s written dialect of English to SAE, AI tools can perpetuate the loss of cultural diversity and identity. However, some emerging AI tools (such as Latimer) have been trained on culturally and linguistically diverse data.

*Again, although GenAI has these capabilities, you must always verify whether its use is permitted.

Reminder: Text produced by GenAI but submitted as one’s own work is considered plagiarism; outputs must be quoted or paraphrased and cited appropriately. For more information on academic integrity or citing AI-generated content, see the sections Ethical Considerations and Citing GenAI.
Writing with Co-authors or Group Members

When working as part of a group, discuss group ground rules around acceptable GenAI use. Furthermore, all group members should acquire some basic education around academic integrity and GenAI. Consider the following topics before proceeding with the project: 

  • Are group members familiar with official guidance provided by an instructor, editorial board, or similar authority? 
  • What familiarity do group members have with GenAI tools?  
  • Do any group members have ethical concerns about using GenAI, and if so, how will the group manage those concerns? 
  • If GenAI is to be used, what are its perceived benefits for the group? Why is it being used? 
  • If GenAI is to be used, what are its perceived drawbacks for the group? In what contexts or specific tasks in the writing process should the group not use it? 
  • If GenAI is to be used, how will it be used? What limits will be imposed? 
  • What approaches will the group use to verify the accuracy and reliability of GenAI-produced outputs? 
  • How will the group ensure that the use of GenAI material is tracked  (see documentation)  and properly acknowledged? 
  • How will the group ensure that privacy is not compromised and copyright is not violated (see Ethical Considerations tabs: Privacy, Copyright)

In the case of a course assignment, if conflicts emerge around GenAI use, you should talk to your instructor your concerns.

USask-Supported Writing Tools 

At present, the main USask-supported writing tools are 

  • Microsoft 365, which includes MS Editor. Microsoft tools have long incorporated some elements of artificial intelligence (e.g., spellcheck and predictive text). 
  • Bing Copilot is also available to all students, faculty, and staff. You can find more information about it in PAWS.

Remember that as more GenAI is embedded in standard, institutionally-supported software, writers are still responsible for verifying with instructors, supervisors, and prospective publishers that it is acceptable to enable these features.

To stay up-to-date about USask-supported technology tools, visit the Learning Technology Ecosystem Toolkit.

Recommended Reading and Resources

USask Resources and Tools

GenAI Overview, including information on Microsoft Bing Copilot

Writing and Citing 

GenAI for Students and Instructors at USask

A USask-supported writing tool is Microsoft 365, which includes MS Editor. Microsoft tools have long incorporated some elements of artificial intelligence (e.g., spellcheck and predictive text).

In fall 2024, all faculty, staff, and students will have access to Microsoft Copilot. To stay up-to-date about USask-supported technology tools, visit the Learning Technology Ecosystem Toolkit.

 

Remember that as more GenAI is embedded in standard, institutionally-supported software, writers are still responsible for verifying with instructors, supervisors, and prospective publishers that it is acceptable to enable these features.

 

Assistive Tech

AI, Generative Production, & Accessibility, by Melissa Clark.

AI for Students with ADHD. Predictive UX.

Goblintools: Magic To Do. Breaks down tasks automatically.

Academic Articles

Chemaya N, Martin D (2024) Perceptions and detection of AI use in manuscript preparation for academic journals. PLoS ONE 19(7): e0304807. https://doi.org/10.1371/journal.pone.0304807 

Hannigan, Timothy and McCarthy, Ian P. and Spicer, Andre, Beware of Botshit: How to manage the epistemic risks of generative chatbots (December 28, 2023). Business Horizons. http://dx.doi.org/10.2139/ssrn.4678265

Li, Y., Sha, L., Yan, L., Lin, J., Raković, M., Galbraith, K., Lyons, K., Gašević, D., & Chen, G. (2023). Can large language models write reflectively? Computers and Education: Artificial Intelligence, 4, 100140. https://doi.org/10.1016/j.caeai.2023.100140

Position Papers

Authorship and AI Tools. COPE, 2023.

Conference on College Composition & Communication and the Modern Language Association (2024). MLA-CCCC Joint Task Force on Writing and AI Working Paper 2. https://aiandwriting.hcommons.org/working-paper-2/

Academic Writing: Theses, Dissertations, Course assignments, Candidacy and Research Papers (Page 4): Western Canadian Deans of Graduate Studies.

 

Should GenAI Be Used When Authoring a Paper for Publication?
Most reputable academic presses and publishers have clear guidelines in place that communicate best practices and appropriate use of generative AI (GenAI). As such, authors must review guidance in submission guidelines and publication agreements before using this technology in research or when preparing manuscripts or articles. Such direction is often featured on publishers' websites under “Author Guidelines.” 
Confirming Permission
While each publication may have slightly different requirements, they typically emphasize transparency regarding the use of artificial intelligence. Conventional guidelines require that authors
 
  • clearly and fully acknowledge how they used Generative AI (GenAI) in research and writing,
  • accurately cite any GenAI material included in the text, and
  • assume accountability for its use.

In academic and professional writing, authors are responsible for ensuring the accuracy, integrity, and originality of their work. This responsibility extends to fact-checking, proper citation of sources, ethical handling of data, and taking ownership of the ideas presented.

Although GenAI can generate text, it cannot guarantee accuracy, cite sources, maintain ethical standards, or claim ideas as its own. Therefore, it cannot be credited with authorship. 
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Authorship Considerations

If co-authoring a paper, be sure to discuss with collaborators in advance whether GenAI will be used as part of the research or writing process, and in what specific ways.

Given that authorship requires the writer to take full responsibility for the accuracy, integrity, and originality of the work, it is not appropriate to identify GenAI as an author or co-author of a manuscript or paper. As the COPE Committee on Publication Ethics notes, "AI tools cannot meet the requirements for authorship as they cannot take responsibility for the submitted work. As non-legal entities, they cannot assert the presence or absence of conflicts of interest nor manage copyright and license agreements" (2023).

Image Considerations

Some publishers, such as Springer Nature Journals, currently do not permit the use of GenAI images due to copyright and research integrity concerns (see guide section on Ethical Considerations: copyright tab). Before submitting their work, authors are responsible for verifying with a publisher whether they can use GenAI images in their manuscript or article.

Review Process

Unless given explicit permission to do so by academic publishers, conference organizers, or funding bodies, AI should not be used during the peer review process to critique the work of other scholars.

Work-in-review is not considered public or fair use and should not be uploaded to AI platforms, as doing so can constitute a violation of intellectual property.

Within academic publishing, there are concerns that GenAI is contributing to ‘junk science’ and accelerating submissions of fraudulent research produced by paper mills. For context, in May 2024, Wiley shut down nearly twenty journals that the company purchased in 2021 from Hindawi, partly in response to high retraction rates (more than 11,300 articles) associated with work produced by paper mills. Wiley also announced its adoption of a new detection software as a means to combat paper mills and detect articles produced by GenAI. 

Selected Academic Press and Journal Policies

The specific methods for conveying how GenAI was used in research and drafting, including how, where, and in what detail, is specific to each press or journal (e.g., in a separate acknowledgements section, or the methods section).

Should GenAI Be Used for Creating Multimedia Content?
Animations, images, maps, music, presentation slides, voiceovers, and, increasingly, videos, among other multimedia products, can be created with generative AI (GenAI). However, it is imperative to verify that one has permission to use these technologies, whether from an instructor, research supervisor, collaborator, or publisher. Be aware that due to pending court cases, there are risks associated with using AI-generated multimedia, particularly visuals.
Confirming Permission
For students: Before using GenAI for multimedia purposes, verify whether permitted by checking the assessment instructions or course syllabus. If the rules regarding GenAI use are unclear or ambiguous, ask specific questions about its use and clarify when and where it is allowed, particularly for assessments.
 
For Instructors: To help students understand the appropriate use of GenAI, establish and communicate transparent policies regarding AI use in the assessment instructions and course syllabus. Clearly state the potential benefits and limitations of using GenAI as a tool to create multimedia content, emphasizing the importance of maintaining academic integrity, originality, and artistic expression.
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Key Considerations When GenAI Is Permitted
In audio and visual content creation, GenAI tools offer diverse capabilities. GenAI tools can generate audio and images from text prompts, providing a wide range of realistic and stylized outputs. Users can also edit existing images, adjusting colours, features, and elements to enhance quality or creativity. GenAI tools can create custom graphics and animations for videos or presentations, potentially improving visual appeal and engagement.
 
However, users must be aware of the technology's limitations, such as potential inaccuracies in content, copyright infringement risks, biases in training data affecting outputs, deepfake threats, and violation of publication policies. 
Capabilities and Limitations of GenAI in Generating Multimedia Content
Capabilities Limitations
Efficiency: Quick generation of high-quality content, saving time and effort compared to traditional methods. Inaccuracies: Audiovisual outputs produced by GenAI tools may depict incorrect information.
Automation: Access to innovative and creative outputs that might be difficult to achieve manually. Copyright Issues: GenAI-generated content may contain copyrighted information, raising legal concerns. Many legal experts advise against using AI-generated visuals due to pending legal cases. See also: Ethical Considerations: Indigenous Knowledges, Copyright tabs.
Customization: Ability to tailor content to specific needs and preferences, ensuring alignment with the user’s vision. Bias: GenAI tools may generate biased or discriminatory images, reflecting the biases present in the training data. See also: Ethical Considerations: Bias tab.
Support: Assistance throughout various stages of the creative process, from brainstorming to final editing. Publication Policies: Generated content may violate publication policies, such as in academic journals. Publishing AI-generated visuals is currently not recommended due to pending copyright cases.
Enhancement: Offers design suggestions and improvements, potentially optimizing the quality and appeal of the content. Deepfakes: GenAI can create convincing deepfakes, leading to potential fraud, privacy, and exploitation concerns.
Note: AI image and multimedia generation requires significant computational power and, therefore, has a considerable carbon footprint. Be aware of the environmental impacts of AI use.
Balancing Creativity and Generative AI
If choosing to use Generative AI (GenAI) tools in your creative process, keep in mind these important considerations:
  • Evaluate the fit of GenAI tools for your specific goals and context, carefully weighing the limitations against the potential benefits.
  • Adhere to ethical guidelines on copyright and data privacy, avoiding misuse or manipulation of generated content.
  • Critically evaluate the accuracy of AI-generated content by cross-referencing it with credible sources.
  • Maintain a balance between GenAI use and traditional learning methods to develop your critical and creative skills.
  • Invest time to learn how to effectively use the chosen GenAI tool to ensure relevant and optimal outputs.
Note: View GenAI as a supplement to rather than a replacement for your unique ideas and talents. Above all, focus on cultivating your originality, innovation, and self-expression, as these aspects of your work are invaluable and cannot be replicated by any AI tool.
Popular GenAI Multimedia Tools*
For creating still images For editing and creating video For editing and creating audio content
  • DreamStudio (Stable Diffusion)
  • Bing Image Creator
  • Midjourney
  • Adobe Firefly
  • Prodia
  • VQGAN-CLIP
  • DALL-E
  • Open Art
  • Synthesia
  • Descript
  • Adobe Premiere Pro with Sensei
  • Pictory
  • Runway
  • OpusClip
  • Synthesia
  • ElevenLabs
  • Murf.ai
  • Listnr
  • Adobe Podcast
Note: The above tools are not USask- or Library-supported. If you choose to use any of these tools, ensure that you are aware of the risks to your privacy before registering a user account and inputting data into the tool. As a rule of thumb, when registering an account on an external site, use a Gmail alias instead of your true credentials. Consult the following page on Being Digitally Literate for more information about using digital tools safely and securely. 
Additional Resources

To learn more, explore the following resources:

Goold, P. (2024, April 17). Generative AI and creativity: A quick analysis of US and Canadian copyright registrations for artistic works. Kluwer Copyright Blog. https://copyrightblog.kluweriplaw.com/2024/04/17/generative-ai-and-creativity-a-quick-analysis-of-us-and-canadian-copyright-registrations-for-artistic-works/ 

University of Toronto Libraries. (2024). Art, artists, and copyright - Artificial intelligence for image research. https://guides.library.utoronto.ca/c.php?g=735513&p=5297045 

Vyas, B. (2022). Ethical implications of generative AI in art and the media. International Journal for Multidisciplinary Research, 4(1), 1-11. https://www.researchgate.net/publication/376717725_Ethical_Implications_of_Generative_AI_in_Art_and_the_Media

Generative AI Product Tracker

The Generative AI Product Tracker is made available by Ithaka S+R. It provides a list of generative AI tools relevant for postsecondary use and is updated regularly as new products and tools become available. Please note, however, that these are not campus-supported tools. For a list of USask-approved tools, consult the LTE Toolkit. To request a review for a new tool from this tracker, please follow the recommendations for requesting a new LTE tool or the steps in this ICT guide.

Generative AI Product Tracker

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