+44 (0) 1273 386849How can school librarians get started with the GenAI conundrum?
“In a world where creativity meets computation, the future isn’t just something we experience – it’s something we can create, with the help of machines that think like us. “
— Quote created for this blogpost by ChatGPT, OpenAI
As school librarians, you’re in the perfect position to encourage students to think about the wonders, weirdness, and worrisome possibilities of GenAI in schools. This post is the first part of a series where we explore the basics of GenAI. In this one we define what it is and explore some of the pitfalls and problems.
Given that GenAI is causing what is being described as a “homework apocalypse”, we also explore how the UK government and regulatory bodies are approaching GenAI in education. We need to strike a balance of embracing technological potential while addressing its risks. Read on to find out more.
What is Generative AI (GenAI)?
GenAI refers to a type of artificial intelligence that can create different types of content – such as text, images, music, or even code – based on input it receives. Unlike traditional AI, which typically responds to queries or follows set instructions, GenAI can “generate” new and original content.
Wait! What do we mean by generate? A GenAI tool such as ChatGPT is an advanced predictive text autocomplete machine. It can determine the most reasonable continuation of a sentence based on patterns it has learned from vast amounts of data.
For example, when you ask a GenAI like ChatGPT to write a story or explain a concept, it draws on the information on which it has been trained. Similarly, other GenAI tools like DALL-E generate images based on prompts provided by users, while platforms like MusicGenAI can generate music. All of this is based on training data.
This is one definition. How would your students define GenAI? Do they know what it is and how it works?
Pitfalls and problems of GenAI in schools
GenAI in schools is an exciting and incredible leap in technology. However, it comes with some major challenges and risks. As students interact with GenAI – and they will! – they should be warned about the following:
- Hallucinations: Due to it being a predictive text machine, GenAI sometimes generates incorrect or entirely fictional information. These errors are called “hallucinations.” For instance, if a student asks an AI about a historical event, the AI might generate plausible sounding but inaccurate details. Even better are some of the AI images you can generate!
- Bias in AI: GenAI tools are trained on massive datasets that can include biased or inaccurate information. Increasingly there are worries that training data includes GenAI responses, which is a major problem. If these biases etc aren’t addressed, the AI might produce responses that can cause harm.
- Over-reliance on technology: While GenAI is a helpful tool, students should be careful not to rely on it too much. It’s essential that they still learn how to do research, think critically, and develop their own ideas.
- Ethical issues: With the ability to generate content, AI raises questions about authorship, plagiarism, and intellectual property. Students should be encouraged to think about how GenAI-created content might be used responsibly and ethically.
- Privacy issues: GenAI needs vast amounts of training data. If the training data contains sensitive information, such as medical or genomic data, then the privacy of the people whose data was used to train the model could be compromised.
Note: The dark side of chatting with GenAI chatbots
The rapid advancement of GenAI technologies has led to a sense of urgency and, in some cases, alarm among educators and parents. In a recent lawsuit against Character.AI, chatbots allegedly encouraged a teen to commit violence against their parents, among other disturbing interactions. The case raises urgent questions about child safety.
Fears about AI’s role in grooming and manipulating children, promoting propaganda and disinformation, and its overall impact on society contribute to a heightened state of concern. This is why we need to have open and honest conversations about GenAI in schools, or other safe learning environments.
The Homework Apocalypse: How AI is shaping learning
The use of GenAI among students has been dubbed “the homework apocalypse” by Ethan Mollick, an academic at the Wharton School of the University of Pennsylvania and a leading voice on AI in education. This is not hyperbole. In the UK, a survey by BBC Young Reporters found that nearly all students surveyed (31 out of 33) had used AI to assist with schoolwork.
The National Literacy Trust highlights how quickly this trend is growing: generative AI usage among 13 to 18-year-olds skyrocketed from 37.1% in 2023 to 77.1% in 2024. Students are using these tools not just for academic tasks but also for creative exploration, with significant numbers writing stories, composing poems, and generating artwork.
Teachers and other educators have raised concerns about students relying too heavily on AI and using it as a shortcut to bypass learning altogether. For example, one teen used ChatGPT for his English literature coursework. As the Times reported, he was reported to the exam board and disqualified from the entire GCSE.
We need to ask, what is the UK government – and education regulatory bodies – doing about this?
UK Government research into AI in education
The UK Government is certainly paying attention to the growing role of GenAI in schools, and education more broadly. One useful resource is the House of Lords Library. Their 2023 In Focus report “Educational technology: Digital innovation and AI in schools” introduces the main points ahead of the House of Lords debate. It takes a cautious approach, highlighting both the risks and opportunities. If you’re looking for an overview of the key issues, it’s a great starting point.
Another interesting piece is “Generative AI in education: Educator and expert views” from January 2024. Case studies demonstrate that schools are already experimenting with GenAI in creative ways. For example, King Edward VI School is using it to support language learning. Teachers are trying out tools like Memrise, a GPT-3-powered language learning app, alongside ChatGPT for things like homework help and revision.
And finally, something to look forward to in 2025 is the Ofsted research on artificial intelligence in education report. This is going to provide insight into how schools and further education (FE) colleges are using AI to support teaching and learning and to manage administrative systems and processes.
Recent Ofqual Guidance
It’s not just about how schools are using the tech as an admin tool, but how students are using it in their projects and homework. GenAI in schools has raised new issues for Ofqual (Office of Qualifications and Examinations Regulation). I wanted to draw your attention to these two developments – a recent policy paper and data reporting changes:
- Policy paper: Ofqual’s approach to regulating the use of artificial intelligence in the qualifications sector, outlined new opportunities for AI to support the design, development and delivery of high-quality assessment, alongside new risks around AI’s use in non-exam assessments. Ofqual has established 5 key objectives that have shaped AI regulatory work.
- Data collection: In 2024, the reporting of plagiarism offences was split for the first time into those including the misuse of AI and those not including the misuse of AI. Prior to 2024, they were grouped together in a single category: “Plagiarism unacknowledged copying from published sources including the internet incomplete referencing”.
Incidentally, according to the latest statistics, plagiarism involving the misuse of AI accounted for 55.4% of all student plagiarism cases in summer 2024 (85 cases) and 1.7% of all student malpractice cases. It will be interesting to see how this trend develops – and school librarians must ensure that plagiarism (with or without AI!) is a serious discussion point.
School librarians can help bridge the gap between curiosity and caution
By fostering discussions about GenAI’s capabilities and limitations, school librarians can encourage students to use these tools thoughtfully and responsibly. As technology continues to evolve, it’s crucial for educators to stay informed and adapt, ensuring that students not only harness the power of AI but also approach it with critical insight. How can you help?
- Hosting workshops on ethical AI use
- Showcasing GenAI strengths and limitations
- Encouraging critical evaluation of AI-generated content
- Discussions about the biases, misinformation, and ethical dilemmas surrounding AI
- Preparations to navigate an AI-driven world with confidence and critical insight.
Embracing GenAI’s potential while addressing its risks will empower students to shape their future in an AI-driven world with confidence and creativity.
This post might convey an air of librarian-style caution, but we need to acknowledge the risks and reality associated with the tech. We must be prepared for questions and address parental (and regulator) concerns. As a matter of balance, in our next blogpost, we delve into how it’s transforming learning and creativity.
We will be including some ideas for school library lesson outlines, highlighting real-world examples, and providing a list of handy resources to help you introduce this fascinating topic to your students. It is our responsibility to prepare our children and young people with skills for life.
Let us know how you’re approaching GenAI in your own school environment! Read on for part 2.
Library Glossary for School Librarians
As a school librarian, understanding key library terms is essential. Our comprehensive library glossary provides clear definitions to help you navigate the world of library science with confidence.
Download your free glossary here:
Frequently Asked Questions (FAQs):
1. What is Generative AI (GenAI)?
Generative AI refers to artificial intelligence models capable of creating new content—such as text, images, code, or music—by predicting the most plausible next part of a sequence. Unlike traditional AI systems that simply respond to commands, GenAI can produce original outputs based on its training data.
2. Why should school librarians be concerned about GenAI?
GenAI has vast potential in education, from enabling creative projects to improving language skills. However, it also raises significant challenges: plagiarism risks, misinformation, ethical questions, and privacy concerns. School librarians, with their expertise in information literacy, are well-positioned to guide students in harnessing GenAI responsibly.
3. What is meant by the “homework apocalypse”?
The “homework apocalypse” is a phrase coined by academic Ethan Mollick to describe how widespread access to AI tools might undermine traditional homework assignments. As students increasingly use GenAI for essays and research, educators worry about cheating and a lack of genuine learning.
4. How can librarians address plagiarism involving GenAI in schools
Librarians can hold workshops on ethical AI use, emphasize correct citation practices, and encourage students to think critically about source credibility. Keeping up with the latest plagiarism guidelines—such as Ofqual’s updated policy on AI misuse—helps librarians educate students on the consequences of unacknowledged AI-generated content.
5. Are there official UK guidelines or regulations for AI use in education?
Yes. Bodies like Ofqual and the House of Lords Library have published reports on AI’s risks and opportunities. Ofqual has also updated how it categorizes plagiarism cases to separate AI misuse from other forms. These evolving guidelines aim to ensure that AI supports education responsibly without compromising academic standards.
6. How can librarians safely introduce GenAI tools to students?
School librarians can integrate AI projects in a controlled environment—such as a dedicated library lesson—where ethical and technical issues are openly discussed. By demonstrating how AI can be both helpful and imperfect (highlighting biases or “hallucinations”), librarians foster critical thinking and responsible use among students.
7. What role does critical thinking play in using GenAI?
Critical thinking is essential because GenAI can inadvertently produce errors or biases. Librarians can teach students to question AI outputs, verify facts with reputable sources, and reflect on the broader societal and ethical implications of using AI-generated content
8. Can GenAI replace human creativity and learning?
While GenAI offers powerful creative tools and efficient ways to find information, it cannot replace genuine human insight, originality, and ethical judgment. Librarians can remind students that AI is a supportive tool—not a substitute—for their own learning, brainstorming, and critical reasoning skills.
9. How can libraries stay updated on new AI developments?
Librarians can subscribe to reputable AI newsletters, join professional library associations, follow educational technology forums, and attend webinars or conferences related to AI in education. Continual learning and knowledge-sharing help library staff adapt quickly to emerging tools and best practices.
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