Supporting Critical Literacy in the Age of AI‑Assisted Research

• In Event: Methods: Innovative, Experiential, and Student-Centered Approaches to Teaching Undergraduate Research Methods in the Social Sciences

Abstract

As AI-powered research tools rapidly transform academic research practices, sociology instructors face new opportunities and challenges in supporting students' development as critical thinkers and emerging scholars. This session explores the dual role of AI research tools, such as Elicit, Consensus, and Scite, as both valuable thought partners and potential threats to authentic learning, creativity, and academic integrity. Drawing on my experience as a librarian and faculty member, we will examine how AI-assisted research tools can meaningfully enhance students' sociological inquiry. These tools can help students generate research questions, map literatures, and engage with scholarly conversations at earlier stages of the research process. When thoughtfully integrated, AI can make novice researchers feel more confident navigating dense or unfamiliar academic content. At the same time, the increasing sophistication of these systems raises pedagogical concerns. Students may over-rely on AI summaries instead of reading original sources, unknowingly reproduce AI-generated inaccuracies or biases, or use these tools in ways that blur the boundaries of academic honesty. Key risks include cognitive offloading, homogenization of ideas, and subtle forms of plagiarism that may not be immediately visible to instructors. To support instructors in navigating this landscape, I will share assignment ideas that highlight both the benefits and limitations of AI tools. We will consider strategies that position students as evaluators, not passive users, of AI output, and that cultivate responsible critical AI literacy in research-oriented coursework. Participants will be invited to share their own experiences and course contexts. The goal is not to resolve the tension between AI utility and risk, but to equip sociology faculty to navigate it thoughtfully in their classrooms.

Author

• Melissa Kalpin Prescott, Minnesota State University-Mankato