Surprised by how fast AI is developing, yet still cautious about trusting it? Already using AI but wondering how to encourage students to remain critical of its outputs? As generative AI reshapes the educational landscape, developing critical AI literacy becomes essential for responsible AI use and critical evaluation. This workshop series explores critical AI literacy across various disciplines, with particular focus on AI prompt literacy, critical evaluation of AI outputs, and ethical disclosure practices. Instead of seeing generative AI as a dominant tool, the workshop encourages participants to see themselves as active and independent decision makers in human-AI collaboration. In session 1, participants will engage in hands-on activities to iteratively refine prompts that align with their writing purposes and goals, critically evaluate AI-generated outputs, and draft counter-text to articulate the reasons for accepting, modifying, and rejecting AI outputs. In addition, participants will draft an AI use disclosure statement to maintain academic and professional integrity and transparency. In session 2, participants will reflect on and extend these strategies by adapting the workshop activities to their own teaching, research, or professional contexts. Through collaborative sharing and discussion, participants will explore how critical AI literacy practices can be applied in different disciplines and settings. By the end of this workshop, participants will be prepared to:

• Develop AI prompts with clear attention to purpose, audience, genre, and ethical boundaries
• Critically evaluate AI outputs for accuracy, bias, assumptions, and alignment with disciplinary values
• Decide when to accept, revise, or reject AI outputs and explain their reasoning through counter-text to maintain human agency.
• Apply critical AI literacy strategies by adapting workshop activities, prompts, or evaluation approaches to their own contexts

Instructors

Ruonan Yang, The Ohio State University
Erin Mercurio, The Ohio State University

Workshop Schedule

This two-part online workshop meets in Zoom on takes place in Zoom on Monday, July 13th and July 20th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona.

Audience

Anyone with an interest in critical AI literacy is welcome to participate. Participants who have experience teaching as independent instructors may find it especially helpful, as it may be easier to adapt the workshop activities to their own teaching contexts.

Registration and Enrollment

Interested in attending? Fill out this short form to get a reminder when registration opens.

Registration opens on Monday, June 29th at 10am CT. Cap: 60. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.

Accessibility

If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

• Sending pre-session reminders with upcoming assignments to all students
• Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming

CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.

This institute supports the following CIRTL learning goals at an introductory / intermediate level:

• Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
• Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.
• Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
• Goal 4: Prepare for an impactful career. See more Goal 4 programming.