Not loving the fact that I now have to add a new disclaimer at the beginning of each of my lectures that I do not consent to be recorded with AI glasses
Merisa Martinez
@merisamartinez.bsky.social
457 followers 538 following 464 posts
She/her. Seattleite abroad. Temporary Senior Lecturer/Associate Professor of Digital Humanities at Uppsala University. DH/LIS, GLAM digitization, heritage science, HPS, textual scholarship, critical AI literacy. Opinions my own. 🌿
![This image shows the trunk of a tree, and the roots of the tree trunk indicate the many "roots" of Artificial Intelligence according to Cercone and McCalla (1984). The root systems are broken into five sections. Section 1 on the left is labelled LINGUISTICS, and the branches within that root system include [A]Psycho-Linguistics,[B]Socio-Linguistics, [C]Computational Linguistics. Section 2 on the upper right is labeled COMPUTER SCIENCE, and the branch within that root system includes [D] Adaptive Systems. Section 3 on the bottom left is labelled PSYCHOLOGY, and the branches within that root system include [E] Cognitive Psychology. Section 4 in the bottom middle is labelled PHILOSOPHY, and the branches within that root system include [F] Philosophy of Mind, [G]Philosophy of Language, and [H] Logic. Section 5 on the bottom right is labelled ELECTRICAL ENGINEERING and the branches of that root system include [I] Robotics, [J] Image Processing, and [K] Pattern Recognition. The authors indicate through shading that the root systems overlap in some cases. The figure is labeled "Fig. 1. AI is an interdisciplinary field." This figure is found on page 281 of Cercone and McCalla (1984) Artificial Intelligence: Underlying Assumptions and Basic Objectives. Journal of the American Society of Information Science, 35(5), 280-290.](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:i4cjhgxz6byjrov2w2nz5ach/bafkreib63ujkhrxop25xba4brk22xjixpn4hxpojzjm5cbujy5yu2h2asy)
![There is general agreement among respondents that indexing, bibliographic description, on-demand translations, 90% recall and precision, and consultation reference service should involve AI/ES [ES here standing for 'Expert Systems']. These are tasks for which algorithms could conceivably be developed. Tasks seemingly more complex and "human" such as item selection and voice recognition, even if perceived as technically possible, are not tasks that respondents would like to see automated. Ready-reference and bibliographic instruction only received lukewarm support. These attitudes will translate into teaching biases that seek to keep automation "in its place" and away from roles viewed as requiring professional judgment. Such biases will direct research away from these areas and hinder the full adoption of AI/ES technology. Librarians would then lag behind other professions in the use of the tools that could multiply the librarians' information retrieval capability." Excerpt rom Kranch, D. (1992). Teaching Artificial Intelligence and Expert Systems: Concepts in Library Curricula. Journal of Education for Library and Information Science, Winter, 1992, Vol. 33, No. 1 (Winter, 1992), pp. 18-34. This excerpt from p. 29-30. https://www.jstor.org/stable/40323479](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:i4cjhgxz6byjrov2w2nz5ach/bafkreibb76c3fqvfraw54v3lerzchmo2vw2jr2ieelikdhml2pvmkktoii)
