GenAI Tools can be used to make the process of academic research a little easier. We do not advocate the use of GenAI as a replacement for tools like Library Search and subject databases for finding quality academic sources. You should check that any sources suggested by GenAI tools are accurately represented and actually exist. And it goes without saying that Leeds Trinity University Library and the resources it provides access to should be your main research tools.
GenAI tools can help if you're struggling to come up with keywords to use in a search strategy on Library Search and Subject Databases.
Watch this ten-second video of Copilot suggesting alternative keywords or phrases for "climate change"
A search strategy combines keywords/phrases and alternative or related terms into a search which is then used in tools like Library Search or subject databases. GenAI can be used to assist in the development of a search strategy to be used on Library Search and subject databases.
If you're struggling to come up with a definitive research question you could as a GenAI tool for suggestions based on broad topic ideas you have provided.
If you're new to a topic ask a GenAI tool to provide a basic overview and suggest a couple of introductory texts. Be mindful of the information that is produced and always verify any sources suggested by checking Library Search. See the What to watch out for section for information on hallucinations.
If you want to explore the causes or impacts of a particular issue, you could ask a GenAI tool to suggest a list of keywords. An example prompt might be: Suggest 4 or 5 keywords or phrases for some of the main causes of climate change for a first year undergraduate to use in a search.
There are several GenAI tools that are capable of summarising or analysing texts. This often involves uploading a piece of work and you should always check that you are permitted to do this otherwise you risk breaching copyright. You should also check with your module leader that you are permitted to use GenAI in this way in the process of your research.
| Advantages | Disadvantages |
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It's quick. Asking a GenAI tool to suggest keywords can speed up the search process. |
GenAI tools do produce inaccurate information. Be cautious when asking GenAI to recommend sources. |
| You can use natural language. This is really useful if you're new to research and using Library Search and subject databases. | Bias is often present in the data GenAI tools are trained on, it's important to be able to recognise this. |
| GenAI tools will tailor recommendations to any preferences you specify in relation to your research topic. | Over reliance on GenAI runs the risk of eroding your critical search skills. It's important to learn how to use Library Search and subject databases relevant to your research topic. |
A prompt is an instruction or question typed into a GenAI tool, usually using natural language rather than keywords, telling it what to do. You may also hear the term 'Prompt engineering' in relation to GenAI, this refers to the writing of effective search queries or instructions for GenAI tools.
A good prompt will provide context and details about specific needs or goals. Poorly structured prompts can result in irrelevant responses, so good prompts are essential for getting the best results out of the GenAI tool you are using. There are several techniques that can help you produce effective prompts including CLEAR and PREP & EDIT.
The CLEAR technique* can help you produce effective prompts:
Avoid word salad. Your prompt should only include necessary information.
Basic prompt: I am studying an undergraduate module on educational theory. Please provide me with a basic overview of constructivist learning theory suitable for a first-year undergraduate student.
Concise prompt: Provide an introduction to constructivist learning theory for a first-year undergraduate studying education.
Try to make your instructions flow in a logical order. This will help the GenAI tool identify the relationship between concepts and produce a more accurate response.
Basic prompt: Give me a recipe for sponge cake.
Logical prompt: Provide a step-by-step recipe for a sponge cake, starting with the ingredients and finishing with the icing.
Make sure you provide clear and explicit details about your requirements. Include details about the audience the information is for, the format and any relevant details of dates and scope.
Basic prompt: Tell me about the General Strike of 1926.
Explicit prompt: Write as if you are a GCSE History teacher. Produce a plan for an hour-long lesson for a year 10 GCSE class on the General Strike of 1926. Concentrate on the origins, key figures and the aftermath.
Be prepared to submit follow-up prompts to improve the relevancy of the results you get if the initial result is too vague or isn't quite what you were expecting.
Basic prompt: Discuss the effects of smoking.
Adapted prompt: Discuss the effects of smoking since the age of 20 on a 45 year old male's health and it's impact on their life expectancy.
It's important to evaluate any results and reflect on how effective your prompt was. You may have to rephrase and resubmit your prompt if the initial results are too vague or broad.
Basic prompt: Define evidence-based practice.
Reflected prompt: Define evidence-based practice in the context of nursing in the UK.
*Lo, S. (2023). The CLEAR path: a framework for enhancing information literacy through prompt engineering. The Journal of Academic Librarianship, 49(4), https://doi.org/10.1016/j.acalib.2023.102720
The PREP & EDIT technique is another technique which may help you to produce effective prompts.