Abstract
In an era where artificial intelligence (AI) reshapes the way we create, share, and interpret visual content, the ability to critically evaluate historical images is more essential than ever. Our research offers a framework for teaching online students how to evaluate the origins, biases, and manipulative potentials of both authentic and AI-generated visuals. The scope of our work covers students in both history and journalism courses in both the online and physical classroom. This paper explores the intersection of media literacy, historical analysis, and AI-driven technologies, emphasizing the importance of equipping learners with the skills to navigate an increasingly complex digital landscape. Practical strategies are discussed, including the application of AI tools for detecting manipulated images and showing the history of how these photographs will impact historical accuracy. Additionally, we address ethical considerations in the use of AI to recreate or alter historical imagery and the broader implications for cultural memory and historical truth. By integrating media literacy with historical inquiry, we empower individuals to critically assess the authenticity, context, and purpose of historical images. This study aims to foster critical thinking and ethical awareness, ensuring that learners can discern fact from fabrication while engaging with historical images in the age of AI.
Presenters
Andrew SimoncelliAssociate Professor, Mass Communication, Nicholls State University, Louisiana, United States Paul Wilson
Endowed Professor of History and Department Head, History and Geography, Nicholls State University, Louisiana, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
MEDIA LITERACY, HISTORICAL IMAGES, CRITICAL THINKING, COLLEGE, ONLINE, MASS COMMUNICATION
