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AI Literacy: Recommended Readings and Resources

Recommended Readings and Resources

AI in Education. (n.d.). AI in Education: Classroom ideas. AI in Education: Classroom Ideas. https://aieducation.trubox.ca/

Bali, M. (2023, April 1). What I Mean When I Say Critical AI Literacy. Reflecting Allowed. https://blog.mahabali.me/educational-technology-2/what-i-mean-when-i-say-critical-ai-literacy/

CDTS, CLTS, uOttawa (Director). (2020, November 30). The Future is Reaching for Us Reflections on the Indigenous Protocol and AI Workshops [Video recording]. https://www.youtube.com/watch?v=yIwu-wRFdv4

Furze, L. (2023, January 26). Teaching AI Ethics. Leon Furze. https://leonfurze.com/2023/01/26/teaching-ai-ethics/

Heaven, W. D. (n.d.). These six questions will dictate the future of generative AI. MIT Technology Review. Retrieved October 10, 2025, from https://www.technologyreview.com/2023/12/19/1084505/generative-ai-artificial-intelligence-bias-jobs-copyright-misinformation/

Henneborn, L. (2023). Designing Generative AI to Work for People with Disabilities: An estimated 386 million working age people have some kind of disability. These six features will ensure your tools are as accessible as possible. Harvard Business Review Digital Articles, 1–6. Business Source Complete.

Lewis, J. E., Abdilla, A., Arista, N., Baker, K., Benesiinaabandan, S., Brown, M., Cheung, M., Coleman, M., Cordes, A., Davison, J., Duncan, K., Garzon, S., Harrell, D. F., Jones, P.-L., Kealiikanakaoleohaililani, K., Kelleher, M., Kite, S., Lagon, O., Leigh, J., … Whaanga, H. (2020). Indigenous Protocol and Artificial Intelligence Position Paper [Monograph]. Indigenous Protocol and Artificial Intelligence Working Group and the Canadian Institute for Advanced Research. https://doi.org/10.11573/spectrum.library.concordia.ca.00986506

Li, P., Yang, J., Islam, M. A., & Ren, S. (2023). Making AI Less “Thirsty”: Uncovering and Addressing the Secret Water Footprint of AI Models. https://doi.org/10.48550/ARXIV.2304.03271

Liang, W., Yuksekgonul, M., Mao, Y., Wu, E., & Zou, J. (2023). GPT detectors are biased against non-native English writers. Patterns, 4(7). Elsevier. https://doi.org/10.1016/j.patter.2023.100779

Monash University. (n.d.). Acknowledging the use of generative artificial intelligence. Student Academic Success. Retrieved February 13, 2024, from https://www.monash.edu/student-academic-success/build-digital-capabilities/create-online/acknowledging-the-use-of-generative-artificial-intelligence


Perrigo, B. (2023, January 18). Exclusive: OpenAI Used Kenyan Workers on Less Than $2 Per Hour to Make ChatGPT Less Toxic. Time. https://time.com/6247678/openai-chatgpt-kenya-workers/

Saenko, K. (n.d.). A Computer Scientist Breaks Down Generative AI’s Hefty Carbon Footprint. Scientific American. Retrieved February 21, 2024, from https://www.scientificamerican.com/article/a-computer-scientist-breaks-down-generative-ais-hefty-carbon-footprint/


UNESCO. (2023). ChatGPT and artificial intelligence in higher education: A quick start guide. https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf 

   

Sweetman, R. (2024). Some Harm Considerations of Large Language Models (LLMs). https://h5pstudio.ecampusontario.ca/content/51741

Goody-2 AI: https://www.goody2.ai/