[MUSIC PLAYING] SARAH MORRIS: Weirdly enough, I feel like I'm a little bit of an optimist with a glimmer of hope there is something that we do in libraries which is just flat out critical thinking skills. So even if you have something like a deep fake, a lot of times we talk with students about don't try to get your magnifying glass out metaphorically and unpack this picture but think about what is the context in which I'm seeing this. Is this a topic that's a really hot button issue? Can I look this up and see what others are saying about this and almost going old school with it and maybe not always relying on certain detection tools or whatever but your own critical thought process to at least be aware and you're like what. I'm not certain if this image is real or not, but I know enough to be a little bit wary. And I'm not going to share this or take this at face value until I learn a little bit more. [MUSIC PLAYING] CHARLIE BENNETT: You are listening to WREK Atlanta, and this is Lost in the Stacks-- The Research Library Rock and Roll Radio Show. I'm Charlie Bennett in the studio with everybody, and everything's been rearranged. There's Fred. There's Alex, there's Marley. Cody is on the board and he doesn't have a mic, so I can't ask him how he's doing. Oh, he says he's doing great. Each week on Lost in the Stacks, we pick a theme and then use it to create a mix of music and library talk. Whichever you tune in for, we hope you dig it. MARLEE GIVENS: Our show today is called "Putting the A and the I in Information Literacy." CHARLIE BENNETT: But there's three I's in information-- oh, I get it. MARLEE GIVENS: Uh huh. CHARLIE BENNETT: AI. You're trying to sneak artificial intelligence into another show. This is what Fred would do, Marlee. MARLEE GIVENS: Well, hold on, I'm not being sneaky. I'm telling you what the show is right now. CHARLIE BENNETT: Yeah, you're right. I'm sorry. I overreacted. MARLEE GIVENS: Yeah, well, I hear you, but AI has become the elephant in the room. So I've decided it's time to stop ignoring it and face it. CHARLIE BENNETT: Oh, boy. FRED RASCOE: Because it's not just the elephant. It's many elephants. ALEX MCGEE: In many rooms. I don't know that I'm ready for this AI circus. MARLEE GIVENS: Well, while we can agree to disagree on addressing or ignoring the AI elephant, the-- or elephants I should say-- the reality is that for the most part, our students are using AI more than we are, and libraries need to decide how we're going to deal with that. One way to deal with it is the way we dealt with the wave of fake news a decade ago, by applying our information literacy skills in a new context, which is why we brought today's guest back on the show after her episode last year to continue the conversation we started on media literacy. And that's a conversation which like so many things nowadays inevitably leads to a discussion of AI. FRED RASCOE: And our songs today are about doing something new, uncertainty, and telling what's real from what's not. CHARLIE BENNETT: Is that official? FRED RASCOE: Let's start with a song about trying to find reality in an environment of false information and hallucinations. And since our guest today works at UGA, let's make it a song from an Athens, Georgia, artist-- CHARLIE BENNETT: Settle down. Alex. FRED RASCOE: Called, funnily enough, Of Montreal, but this is "Penelope" by Of Montreal right here on Lost in the Stacks. [MUSIC PLAYING] MARLEE GIVENS: "Penelope" by Of Montreal. This is Lost in the Stacks, and our show today is called "Putting the A and the I in Information Literacy." And we are pleased to welcome Sarah Morris, assistant director of academic engagement at the University of Georgia Libraries. And I should say welcome back because you were here last summer to talk to us about media literacy. SARAH MORRIS: Yeah, thanks for having me back on, everybody. It's good to be here. CHARLIE BENNETT: Whenever you change jobs, we have to have a guest back. SARAH MORRIS: That's true. It makes sense. MARLEE GIVENS: Yeah, yeah, yeah. So just keep that in mind. But-- FRED RASCOE: If you want to come back, get a different job. MARLEE GIVENS: Yeah, exactly. SARAH MORRIS: It's a lot of pressure actually. MARLEE GIVENS: Sorry. Right. So the last time you were here, we were talking about media literacy, and that was your focus at your previous job. SARAH MORRIS: Yes, absolutely. MARLEE GIVENS: Yeah so how did this lead to your current interest in AI literacy? SARAH MORRIS: Yeah, I refer to media literacy as the on ramp into this AI-- I think the circus theme is somewhat apt as a bit of a herd of elephants moment. But I've had a long-standing interest in media literacy, and I know we talked about fake news at the top of the show and misinformation equipping people to think critically about these things and help them better navigate these increasingly complicated information environments. And AI is now complicating things even further and having implications around bias results, misinformation, and things of that nature. So I felt like it sort of was a natural entry point into this new world of AI literacy and figuring out how this fits with both media and information literacy. CHARLIE BENNETT: Do you have any simple and succinct answers to how it fits. SARAH MORRIS: I-- I'm not sure the right analogy sometimes, but I do think of either information literacy as a sort of umbrella that can house other things or a foundation that you can build upon. So for me, AI literacy is now a part and parcel of information literacy. MARLEE GIVENS: Do you have your own working definition of what AI literacy means? SARAH MORRIS: I think I'm-- I feel like it's clunky right now. I might need ChatGPT to clean it up for me, but-- oh no. No, I think there's-- I guess there's different elements of it. So for AI literacy, there's a component of being able to use AI tools effectively and have some understanding of how they work so that you can use them to best effect. But I think it's also really important to consider an ethical throughline here so a lot of issues around how can we use these tools ethically, how can we understand their implications and impact, how can we mitigate issues that could be coming up with them. So those are I guess three strands that I would identify and hopefully develop that into a nicer tagline or something in the future. CHARLIE BENNETT: That connects to what we've done at the Georgia Tech Library when it comes to podcasting and audio because not only do we teach courses about composition because podcasts are an assignment in English Composition courses, but also we're hoping that people understand and how the effects are achieved like here's how you cut but then also here's how other people can cut audio and change what someone said or change how fast they said it, et cetera. But with AI, it seems much more daunting to teach how it works and what it can do. SARAH MORRIS: Absolutely. I like the podcasting analogy you just drew, the idea that you're using these things, but you're thinking about it. You're having maybe deeper understanding of certain decisions you're making. I think AI can feel incredibly daunting, and there's certainly I think a lot of feelings of being overwhelmed at the moment. A lot of the issue can sometimes stem just from the language surrounding artificial intelligence. She was talking about things like neural networks and machine learning, and a lot of people just throw up their hands and say I'm not a computer scientist. I don't even know where to get started with this. So I think a question for a lot of people going forward and education spaces and libraries is how can we clarify these things for users or what's most important to know to equip people to think critically and use these things effectively without perhaps wandering off and getting a master's degree in a computer science discipline. Though if you want to do that, that's fantastic. CHARLIE BENNETT: Marlee, you were talking about composing with ChatGPT off air. MARLEE GIVENS: I was. Yeah. And it's interesting because I think one thing that feels different about AI literacy from media literacy is-- and I know that media literacy does encompass social media. So there's some user created content and you're teaching people to be good consumers as well as good creators. AI also feels like that, that there's this element of I'm creating some things with an AI tool. It's not just being fed to me, which is maybe a change in the conversation. I don't know. SARAH MORRIS: Yeah, I think that's a really good point that media literacy can encompass both consuming information, but also being a producer of information. And that can even be as much as liking a post on social media. You're contributing that way to conversations online. With these AI tools, I do think is bringing up a lot of new elements of what creation entails and what it means to be both a consumer and user and producer with these different tools. MARLEE GIVENS: But I think one thing that feels different is AI just feels sneaky sometimes. It feels like I'm not really sure if it's there or not. CHARLIE BENNETT: A sneaky elephant. MARLEE GIVENS: There's this-- part of the literacy is really questioning is this re-- and obviously it's real. Even though we say artificial intelligence, the content itself is real. CHARLIE BENNETT: How my stomach just clenched when you said that. MARLEE GIVENS: I'm sorry, Charlie. CHARLIE BENNETT: And I'm not-- I'm not making a joke about how I don't like it, but it is real made me feel like, oh, gosh, that's where the real trouble comes from. Here's an actual media object and the creation of it We don't even quite understand. SARAH MORRIS: Absolutely I think there's critiques around the black box nature of a lot of these tools. And we've heard of this in relation to other aspects of say social media and how search engines work and something we've been grappling with. CHARLIE BENNETT: The algorithm. SARAH MORRIS: The algorithm, the dreaded algorithm. But, yeah, I agree that AI can feel-- it's weirdly in your face a lot of times. I've been joking about the omnipresence of it. All these tools now are saying look at this shiny new AI feature, but there's also something a little sneaky about it sometimes as well. You're not sure what it's doing or how it's produced something for you. FRED RASCOE: Well, this is Lost in the Stacks, and we're going to talk more about AI literacy after a music set. MARLEE GIVENS: And you can file this set under Z6930.3.E76B33. [MUSIC PLAYING] You just heard "The Electronic Insides and Metal Complexion That Make up Herr Doctor Krieg" by Riders of the Mark. I don't know if I want to say anymore, but I will persevere. Before that, "I Don't Dig Your Noise" by Barrence Whitfield and the Savages. And we started the set with "Real or Not" by French Vanilla. CHARLIE BENNETT: There's a lot of stuff going on in that set. MARLEE GIVENS: Yeah. Songs about discerning real from fake, the robotic, the hallucination. [MUSIC PLAYING] FRED RASCOE: This is Lost in the Stacks, and today's show is called "Putting the A and the I in Information Literacy." ALEX MCGEE: Our guest is Sarah Morris, assistant director of academic engagement at the University of Georgia Libraries. Go, Dawgs. MARLEE GIVENS: Yeah. So what is happening with AI literacy at UGA? SARAH MORRIS: Oh my goodness, I think we're probably tracking where a lot of other libraries are, which is just trying to figure out what we're doing right now and figuring out what people need to know, how to best support both faculty students. CHARLIE BENNETT: When you say what we're doing right now, do you mean the world-- what's going on in the world? SARAH MORRIS: Yeah. I think the whole world. CHARLIE BENNETT: OK, yeah. SARAH MORRIS: Just the universe even. CHARLIE BENNETT: Because it also makes total sense that a library would be saying what are we doing right now. We don't know, but I just wanted to clarify that. SARAH MORRIS: For everyone. CHARLIE BENNETT: Do you feel completely overwhelmed by the speed at which AI is developing and inserting itself or being inserted into daily life? SARAH MORRIS: It is incredibly rapid. It's something I hear from other colleagues and people I've spoken with in the profession, too, about how just overwhelming this moment really feels. It can be really difficult to keep up with everything. CHARLIE BENNETT: It doesn't seem like a mnemonic is going to fix anything like RADAR or the classic CRAAP test. I just don't feel like there's a, oh, whenever you're confronted by a media object-- I don't even know where to start. Distrust it. SARAH MORRIS: Exactly. FRED RASCOE: It's inserting itself so much, in fact, that just during the music break there, you were telling us there is actually in your institution a new position related to this. Can you tell us about that? SARAH MORRIS: Absolutely. Yeah. We have an actual AI literacy librarian, which is fantastic. And so certainly a interesting I guess trend to keep an eye on if other libraries are going to start creating roles specific to this or if it's going to become something that's I guess a shared responsibility area for every librarian in a unit, for instance. MARLEE GIVENS: Yeah. Go ahead, Fred. FRED RASCOE: Do you or the AI literacy librarian know is this coming out of the fact that the library is recognizing the influence of AI or have-- actually have you had students come and say we want some sort of guidance or workshop in AI. SARAH MORRIS: Yeah, I think a combination. I definitely feel the library is recognizing the importance of this moment. But our students-- and, again, I think this is trending in libraries in general, people looking for guidance in this moment and not sure maybe how to proceed if it's OK to use certain things for say a research project, for example. So I think both faculty and students asking a lot of questions right now. MARLEE GIVENS: Is it the library asserting we have some knowledge and expertise in this area, or is it that folks on your campus are like we should ask the library to help with this? SARAH MORRIS: I think that can get a little blurry sometimes. I think it's probably a combination. And I do feel libraries and librarians have things to contribute to the conversation and the work we do around information literacy and now increasingly AI literacy is important, but there's-- with the Herd of elephants in the room, there's a lot of different considerations. So for me, it's important to have a table where you have say a writing center present, faculty perspectives being represented, different disciplines because everyone's going to have different concerns or takes or ideas that they can bring to this conversation. CHARLIE BENNETT: Do you all have an AI literacy workshop or modules that you put out? What are the things you're creating-- SARAH MORRIS: Yeah, we-- like many, we have a really great LibGuide that has good resources some people have put together and certainly working on more workshops around different topics such as evaluating AI output, prompting best practices as well as some online resources that people could take at their own pace. So I think trying a variety of approaches right now just to see what might appeal to different audiences. CHARLIE BENNETT: Have you seen any really successful or not so successful parts of that strategy? I think right now it's determining what's going to work and land well. One I think concern I have going forward-- and this is probably something the whole profession is going to have to grapple with-- is librarians are always decrying the one shot instruction session where you have that one time with your students to get stuff across. Given how complex AI is and we were already having this issue, if you're trying to address things like media literacy in 50 minutes, it can be really challenging. So I think for me at least I'm really trying to think is this a moment to lean into maybe more asynchronous forms of instruction, other kinds of online things, workshops, other ways to connect with people aside from that very time bound and limited one shot session. MARLEE GIVENS: Yeah. FRED RASCOE: Is there a concern about other sorts of impacts of AI. I'm thinking about environmental like students come in and say like what about the environmental impacts of this. Or maybe the instructors say maybe limit your use because of environmental impacts. SARAH MORRIS: Yeah, that's-- it's a conversation-- I haven't engaged as much around that say, students and faculty. But I've been in some professional development settings or done some classes with other librarians, and that's something that comes up pretty frequently and that ethical consideration of if you're encouraging people to use these things and play around with it or somebody said I feel bad if I had it a goofy Shakespearean sonnet and you're like did I just kill a tree by doing that. What have I done? And so, yeah, I think that awareness is there both for people teaching about this and I imagine certainly students. At least anecdotally from other librarians, I've heard students have been bringing this up in terms of environmental justice and concerns around these tools. CHARLIE BENNETT: Do you have a particular thing that you're really hoping people understand? You personally, do you have-- what's stuck in your craw? [LAUGHTER] SARAH MORRIS: So many things. No, I know we-- one of the songs, we talked hallucinations earlier, and I feel there might be a better term for that because it is such a human term to ascribe to artificial intelligence. But the idea that these tools can get things really wrong sometimes but sound very confident while doing so-- CHARLIE BENNETT: In the last 30 seconds of the segment, you want to workshop some other terms besides hallucinations? SARAH MORRIS: Yes, let's do it. CHARLIE BENNETT: What do you think-- what are you trying to get across is that it's just a glitch or that it's a mistake or what? SARAH MORRIS: Glitch could be good. Yeah, some kind of computer rev-up or-- CHARLIE BENNETT: Glitch is kind of whimsical and fun. SARAH MORRIS: Exactly. No, it's not whimsical. CHARLIE BENNETT: So I feel like maybe it needs to be a knife hit or something, something terrible. SARAH MORRIS: Something dramatic, yeah. CHARLIE BENNETT: A cut. An AI cut. SARAH MORRIS: Yeah. CHARLIE BENNETT: OK. SARAH MORRIS: Something. We'll get there. CHARLIE BENNETT: We will get there. You are listening to Lost in the Stacks, and we'll talk more about AI literacy and what to call hallucinations on the left side of the hour. [MUSIC PLAYING] Would you be willing to do a show and station ID? STEVE ALBINI: Sure. I don't know what that means but sure. Hi, this is Steve Albini. I'm a recording engineer, and I'm in the band Shellac of North America. And you are listening to Lost in the Stacks on WREK. MARLEE GIVENS: Our show today is called "Putting the A and the I in Information Literacy." We opened the show with a clip from our guest Sarah Morris's last visit to Lost in the Stacks, and one of the things I love about what she said is that it helps me as a librarian understand that AI literacy has a lot in common with other kinds of information literacy. Now I admit to feeling overwhelmed by AI's pervasive presence in the academy and in my daily life. And one way that I deal with big feelings is to define them. So I went looking for a definition of AI literacy. There's more than one. So here's a sample. CHARLIE BENNETT: McGill University librarians Amanda Wheatley and Sandy Hervieux created an AI application evaluation tool called the ROBOT test. They say being AI literate does not mean you need to understand the advanced mechanics of AI. It means that you are actively learning about the technologies involved and that you critically approach any text you read that concern AI, especially news articles. FRED RASCOE: The authors of the paper "AI Literacy-- Definition, Teaching, Evaluation, and Ethical Issues" in the 2021 proceedings of the Association for Information Science and Technology reviewed several articles about AI literacy and concluded that, quote, the most common approach to define AI literacy is to base it on different types of literacies, which have recently been applied to define skill sets in varied disciplines. In this review, most researchers advocated that instead of merely knowing how to use AI applications, learners should be inculcated with the underlying AI concepts for their future career as well as the ethical concerns of AI applications to become a responsible citizen. ALEX MCGEE: Georgia Tech professors Jerry Long and Brian Magerko in their 2020 paper "What Is AI Literacy-- Competencies and Design Considerations" define AI literacy as a set of competencies that enables individuals to critically evaluate AI technologies, communicate and collaborate effectively with AI, and use AI as a tool online, at home, and in the workplace. More recently, University of New Mexico librarian Leo Lo defined AI literacy as, quote, the ability to understand, use, and think critically about AI technologies and their impact on society, ethics, and everyday life. Its components include technical knowledge, ethical awareness, critical thinking, and practical skills. He called on librarians, quote, to serve as educators, guiding patrons to critically evaluate and responsibly interact with AI-driven systems, fostering informed and ethical engagement. That sounds a lot like information literacy to me. File this set under BF463.U5J37. [MUSIC PLAYING] ALEX MCGEE: That was "Only Tongue Can Tell" by the Trashcan Sinatras and before that "So Much Strange to Give" by Free Cake for Every Creature. CHARLIE BENNETT: Did an AI create that set? ALEX MCGEE: There's a lot of cake in this document is what I'm seeing. Songs about human uncertainty and handling information. [MUSIC PLAYING] CHARLIE BENNETT: This is Lost in the Stacks, and our show today is called "Putting the A and the I in Information Literacy." Our guest is the assistant director of academic engagement at the UGA libraries Sarah Morris. So we've been talking about what you've been doing and what UGA's been doing. Now we're going to need you to project into the future. What role will libraries play in promoting AI literacy among patrons and everybody? SARAH MORRIS: Big question. I'm not sure about my fortune telling skills, but I'll give it a go. CHARLIE BENNETT: Just go for it. SARAH MORRIS: I think libraries are going to have a major role to play in that promotion of AI literacy skills. I think it ties in in a lot of ways to the work we're already doing around information literacy and the research process, and so the topics we're already set up to talk about and work with students on I think connect really strongly to AI. So I don't think we'll be the only ones, but we'll play a pretty big role. CHARLIE BENNETT: The thing that I worry about with libraries and AI literacy is that-- going back to the talking about podcasting, it's-- AI is so much more productive than-- and that's a value neutral productive right there-- it produces so much more than say just searching databases. So we can teach here's how you can manage or navigate information. But then when we grip on to AI, we have to say now here's how to manage not just a fire hose coming at you but now the fire hose is loose and you're holding about six feet back from the water. So now deal with it right and don't get hit in the head. I'll work on that analogy. SARAH MORRIS: The visual is really going there. CHARLIE BENNETT: So, yeah, I guess I'm afraid that this is where my essential pessimism about libraries and AI is bringing me to a spot where I can't ask any good questions. All I can do is complain. So I'm looking at the rest of the show. SARAH MORRIS: I think he raised a good point, though, about the idea of, I guess, how "productive" it can seem-- I'm using air quotes here-- because I think the way it can package things-- we were talking during the break about cognitive offloading issues where a doing these things for you and presenting the seemingly neat array of sentences or sources or whatnot. But some of these things might not even be real, so the fact that you need to do that due diligence to check on everything there, it's reminding me some of challenges with teaching fact checking skills to people because part of it is it's not fun. Unfortunately, you have to slow down and think about this, which doesn't sound great where you have these AI tools that magically seem able to do everything really fast. But the reality might be you actually need to slow down and take a beat and double check on these things and think critically about them. CHARLIE BENNETT: And the fact checking stuff, it gets into almost a philosophical place because when you're doing fact checking, you have to talk about what's true and how things can be true. Just like with AI, you have to talk about, well, what is this creation. How did it come to be? What have we done with it? FRED RASCOE: I think with AI literacy and the current capabilities of tools, the hallucination problem I think eventually will diminish. It's a serious thing right now, but I think it's not built in that AI has to exist with hallucinations and we have to deal with it. There is a progress to so many people are putting so much money into this. The hallucination problem might even go down to 0, but that's not to say that there's no problem with using AI because sometimes that cognitive offloading is a literacy problem in itself. SARAH MORRIS: Absolutely, yeah. And to your point on the hallucinations going down, it's an interesting conundrum because I think you could see them getting better and better over time, a lot of these different generative AI tools, but there was a New York Times article that came out earlier this month about how hallucinations were going up with certain new versions of tools like ChatGPT I think partly due to how they're being trained on themselves now. MARLEE GIVENS: Being trained on themselves exactly. Yeah, because I was going to say that's if we're going to talk about pessimism. That's where my pessimism is. It's in two areas. One is that, yeah, they're just going to keep-- because we're going to start restricting the content that they can be used to train on. So they're just going to train on themselves, and they'll start to accept their own hallucinations as fact. CHARLIE BENNETT: Oh my gosh, they're going to train on stuff that people don't care about, that people aren't protecting. MARLEE GIVENS: Right. CHARLIE BENNETT: Oh, no. MARLEE GIVENS: Yeah. But my other-- CHARLIE BENNETT: I have to leave. MARLEE GIVENS: My other pessimism is just are we going to be able to keep up. I just-- I think we've gotten-- the ship has sailed past the library in so many instances with open access and scholarly communication and with data management and just all these things that-- FRED RASCOE: Search engines. MARLEE GIVENS: Search engines, yeah. And so I don't want it to be another running away from Wikipedia or running toward Second Life. Yeah. How are you feeling? SARAH MORRIS: Oh my gosh. Yeah, I'm definitely-- I skew a bit. I'm definitely skeptical around these tools, and I skew-- I think I skew a little pessimistic at times about it. I guess my one kernel of optimism I can share is that I think you mentioned Second Life and Wikipedia, that we as librarians, the ship might have sailed past us, but we've still managed to weather a lot of these challenging technological moments and that the work we do is really vital in this space. MARLEE GIVENS: I love ending on a warm, fuzzy note. SARAH MORRIS: We try. ALEX MCGEE: This is Lost in the Stacks, and you've been listening to our interview with Sarah Morris, who is assistant director of academic engagement at the University of Georgia libraries. Sarah, thank you so much for joining us. SARAH MORRIS: Thanks for having me here. CHARLIE BENNETT: File this set under P96.M4M63. [MUSIC PLAYING] That was "Easier Said Than Done" by the Essex and before that "Before We Go Under" by the Magick Heads, songs about going head first into something new while trying not to be overwhelmed by it. [MUSIC PLAYING] MARLEE GIVENS: Today's show is called "Putting the A and the I in Information Literacy." And before we roll the credits, I was just wondering can you describe in one word or one sentence how you're feeling about AI on May 16, 2025, Fred. FRED RASCOE: I think maybe a reluctant resignation. I feel like I'm talking about AI the way that I talked about Google back in 2002. That's what I'll say. SARAH MORRIS: I-- wary would probably be the word. I'm also hearing circus music play in my head when I think about AI. FRED RASCOE: I hear the elephants. SARAH MORRIS: I hear the stampeding elephants. CHARLIE BENNETT: How about you, Alex? ALEX MCGEE: We'll go with 'woof' and 'woooof' and majorly sus. I have a lot of concerns about bias. CHARLIE BENNETT: Did you just say majorly sus? ALEX MCGEE: I did for the young people listening. Yeah. MARLEE GIVENS: All right. I actually-- I feel the same as Fred. I feel reluctantly resigned. I feel like I need to at least stay close behind the train. I'm never going to get out in front of it. Charlie. CHARLIE BENNETT: I'm going to go with cuts like a knife. That's my phrase. How about you, Cody. CODY TURNER: The exact same way I feel about pickleball. How long can I ignore it before my friends make me engage with it. CHARLIE BENNETT: I think that's the next list Lost in the Stacks shirt is AI is like pickleball. Ask me to learn more. Roll those credits, Cody. ALEX MCGEE: Lost in the Stacks is a collaboration between WREK Atlanta and the Georgia Tech Library written and produced by Alex McGee, Charlie Bennett, Fred Rascoe, and Marlee Givens. CHARLIE BENNETT: Legal counsel and a large bag of peanuts for the elephants were provided by the Burrus Intellectual Property Law Group in Atlanta, Georgia. MARLEE GIVENS: Special thanks to Sarah for being on the show and thanks to librarians everywhere trying to address multiple AI elephants in multiple rooms. And thanks as always to each and every one of you for listening. CHARLIE BENNETT: Our web page is library.gatech.edu/LostInTheStacks where you'll find our most recent episode, a link to our podcast feed, and a web form if you want to get in touch with us. And please don't ask ChatGPT to write that thing. ALEX MCGEE: Well, no. On next week's show, we're talking about cultural competencies and job qualifications in the archives and the problems that can arise when those two things meet. FRED RASCOE: It is time for our last song today. AI is a tool for new methods of work, but if we use it, we'll still need to incorporate fundamentals of information literacy. So let's close with a song about sound methods by one of the early bands out of the Athens, Georgia, scene, another nod to UGA there, Sarah. This is the Method Actors from 1980 with "Do the Method" right here on Lost in the Stacks. Have a great weekend, everyone. [MUSIC PLAYING]