Adding a simple log to in-text citations to strengthen information literacy and argumentation while blocking casual misuse of generative AI

Abstract

This report describes an intervention that required students to submit a structured log demonstrating engagement with the literature alongside a required report to strengthen information literacy, reinforce argumentation skills and limit the ease of misuse of generative AI. The intervention was deployed in a class of 120 interdisciplinary MSc students in the environmental sciences. It required students to (1) examine how citations function in argument, (2) practice source evaluation using a stepwise protocol, and (3) submit a supplemental citation log. Supporting instructional materials addressed the conceptual foundations of citation as argument infrastructure, introduced a tiered model of justification for research decisions, and provided classroom exercises to build relevant skills. All student groups produced citation logs that demonstrated engagement with source material, though most submissions contained minor formatting and file-handling inconsistencies that impeded automated validation. Instructors observed that this requirement did not pose unusual difficulty and open student evaluation comments did not single out the new expectations. The pilot suggests that these additions are workable, that they make students’ engagement with the literature more transparent and that they may constrain casual misuse of generative AI. Looking forward, clearer instructions and in-class guidance will be needed to reduce avoidable submission errors and support efficient assessment.