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SUMMARY: The DCL Digital Literacy Conversation Series: Generative AI with D
 r. Hugh
DESCRIPTION: The DCL Digital Literacy Conversation Series Version 1: Genera
 tive AI with Dr. Hugh Gusterson When: 4:00 pm – 5:30 pm\; Thursday\, March 
 30\, 2023 Where: ANSO 134 and Hybrid Zoom link: https://ubc.zoom.us/j/66942
 560370?pwd=NGlMZ1dTaVRZNW1Cak9Ua0pyeDFKUT09 Remarks by: Dr. Hugh Gusterson\
 , followed by open discussion “Algorithms are not autonomous technical obje
 cts\, but complex sociotechnical systems.” (Seaver 2018\, 378) The Digital 
 Culture […]
X-ALT-DESC;FMTTYPE=text/html: <p>[caption id="attachment_19840" align="alig
 ncenter" width="548"]<img class="size-full wp-image-19840" src="https://ant
 h.cms.arts.ubc.ca/wp-content/uploads/sites/30/2023/03/Screen-Shot-2023-03-2
 1-at-2.50.06-PM.png" alt="" width="548" height="544" /> "A Van Gogh style p
 ainting of an Academic meeting" generated by DALLE on March 4.[/caption]</p
 ><h3><strong>The DCL Digital Literacy Conversation Series</strong><br /><st
 rong>Version 1: Generative AI with Dr. Hugh Gusterson</strong></h3><p><stro
 ng>When</strong>: 4:00 pm – 5:30 pm\; Thursday\, March 30\, 2023<br /><stro
 ng>Where</strong>: ANSO 134 and Hybrid Zoom link: <a href="https://ubc.zoom
 .us/j/66942560370?pwd=NGlMZ1dTaVRZNW1Cak9Ua0pyeDFKUT09">https://ubc.zoom.us
 /j/66942560370?pwd=NGlMZ1dTaVRZNW1Cak9Ua0pyeDFKUT09</a></p><p><strong>Remar
 ks by: </strong>Dr. Hugh Gusterson\, followed by open discussion</p><p>“Alg
 orithms are not autonomous technical objects\, but complex sociotechnical s
 ystems.”<br />(Seaver 2018\, 378)</p><p>The Digital Culture Lab invites you
  to the inaugural event in the Digital Literacy Conversation Series to disc
 uss how generative artificial intelligence (AI) may impact our research\, t
 eaching\, creative practices\, and communities in general.</p><p>“Generativ
 e AI is a branch of artificial intelligence that involves creating systems 
 that can generate new and original data or content\, such as images\, music
 \, text\, or videos. These systems use machine learning algorithms to learn
  from a given dataset and generate new output that is similar to the origin
 al data.” This definition\, for example\, is generated by ChatGPT\, a gener
 ative AI and language model developed by OpenAI\, which is designed to gene
 rate human-like responses to natural language prompts. Among all generative
  AI tools\, ChatGPT is perhaps the most well-known\, but there are many oth
 er tools that are used commercially (e.g.\, text-to-video generators like S
 ynthesia) or recreationally (at least now\; e.g.\, text-to-image tools like
  DALL-E 2). Like its less generative\, but more bureaucratically establishe
 d algorithmic predecessors (Besteman and Gusterson 2019)\, generative AI ha
 s legal\, economic\, societal\, cultural\, and educational consequences (Ba
 rassi 2022). Unless we gain and build experience alongside the technology a
 nd learn how and why generative AI works in the way it does\, we cannot tru
 ly work <em>with</em> it (Jørgensen\, Gad\, and Winthereik 2023).</p><p>We 
 will open our first Digital Literacy Conversation with Dr. Gusterson’s rema
 rks about algorithms and what anthropology can contribute to critiques of a
 lgorithmic decision making. This will be followed by a discussion of the ch
 allenges and opportunities generative AI may create for and in our fields. 
 Topics that we may wish to consider include:</p><ul><li>How do we understan
 d algorithms\, algorithmic decision making\, and machine learning and artif
 icial intelligence? How do we evaluate them in terms of their capacity to d
 emocratize means of production vs reproduce existing inequalities?</li><li>
 What are some of our personal experiences with AI\, especially generative A
 I\, in our fields?</li><li>What are some of actual or potential negative or
  positive effects generative AI may have on our research (e.g.\, literature
  review\; finding ‘gaps’ in literature\; generative AI co-authorship)\, tea
 ching (e.g.\, ban\, evade\, or adapt? developing best practices for student
 s?)\, and creative practices (e.g.\, evaluation of AI-generated art\; authe
 nticity and creator rights)?</li><li>How can we study generative AI anthrop
 ologically?</li></ul><p> </p><p>Barassi\, Veronica. 2022. “Algorithmic Viol
 ence in Everyday Life and the Role of Media Anthropology.” In <em>The Routl
 edge Companion to Media Anthropology.</em> Edited by Elisabetta Costa\, Pat
 ricia G. Lange\, Nell Haynes\, and Jolynna Sinanan\, 481-491. London: Routl
 edge.</p><p>Besteman\, Catherine\, and Gusterson\, Hugh\, eds. 2019. <em>Li
 fe by Algorithms: How Roboprocesses Are Remaking Our World. </em>Chicago\, 
 IL: University of Chicago Press.</p><p>Jørgensen\, Bastian\, Gad Christophe
 r\, and Winthereik Brit R. 2023. “Organising Artificial Intelligence and Re
 presenting Work.” In An Anthropology of Futures and Teachnologies. Edited b
 y Debora Lanzeni\, Karen Waltorp\, Sarah Pink\, and Rachel C. Smith\, 93-10
 4. New York\, NY: Routledge.</p><p class="p1">Seaver\, Nick. 2018\, “What S
 hould an Anthropology of Algorithm Do?” <em>Cultural Anthropology</em>. 33:
  375-385. <a href="https://doi.org/10.14506/ca33.3.04">https://doi.org/10.1
 4506/ca33.3.04</a></p>
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LOCATION:ANSO134
GEO:49.260872;-123.113952
URL;VALUE=URI:https://anth.ubc.ca/events/event/the-dcl-digital-literacy-con
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