Critical Information Literacy as a Compass: Using Generative AI in Academic Research and Writing

Abstract: Generative artificial intelligence has become a prevalent topic in our everyday lives, including academic research. This paper explores the use of these tools in scientific research and writing, introducing the concept of generative artificial intelligence and its essential characteristics and assessing the potential and limitations of these tools in academic research. To explore their potential, a categorization of their use into six domains based on the works of Khalifa and Albadawy is provided. Two perspectives will be considered when evaluating their limitations: those related to their algorithmic construction and those related to the results they produce. In the final stage of this paper, the authors conclude that the use of these tools in research should be guided by critical information literacy principles. The work proposes a framework for utilizing generative artificial intelligence tools based on the critical information literacy perspective in seven levels proposed by Schneider, comprising Concentration, Instrumental, Taste, Relevance, Credibility, Ethics, and Critique.