Explore the FLUF Experience (Prompt to Critical Evaluation)

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Use the Guided Practice template to learn how to use the FLUF(F) Test for prompts, critical evaluation, and interactions.

The Process: How to Use the FLUF Test 
  1. Review FLUF indicators – format, language, usability, fanfare, function
  2. Create a prompt using FLUF(F) guidance
  3. Generate results and FLUF(F) test
  4. Update prompt; regenerate; FLUF(F) test
  5. Repeat until happy with results and zero FLUF(F)
  6. Combine AI Results & Human Creativity and Critique to Generate a Final Product

iSearch Essays

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What is an iSearch paper? Integrate a writing experience that documents the learning journey, rather than allows for the copy/paste of online or GenAI content. An iSearch paper has the following:
  1. What I Knew – Describe your prior knowledge or assumptions about the topic.
  2. Why I’m Writing This Paper – Explain your motivation and personal connection to the topic.
  3. The Search – Detail the steps you took to explore the topic, including sources and tools used (e.g., AI writing assistants).
  4. What I Learned – Share your research discoveries, insights, and how your understanding changed.
  5. Reflection – Consider how the experience impacted your thinking or future learning.
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Authentic Assignments with AI: iSearch, CRAAP,  FLUF and You!

Using the iSearch paper in the college writing experience is shared in the resources below. Consider how you might engage students in the process of learning about iSearch, critically evaluating online resources, interacting with GenAI, and crafting an iSearch essay that documents and reflects on the experience. 
First, students learn about iSearch. The iSearch protocol provides us with a different way of thinking about writing a paper (McCrorie, 1988). The topic, issue, or challenge are described, followed by what the student knows and wants to know. Resources for the paper come in a variety of forms, both print and non-print, and all sources must be critically evaluated for their usefulness. In addition, the use of AI to refine and polish the writing is expected and encouraged. The essay concludes by sharing the significance of the research experience, growth as a researcher, and work cited. 

Second, students learn to critically evauate online resources with CRAAP (or another framework). Educators have long-targeted information literacy skills for students to critically evaluate online sources using protocols like SIFT (Caulfield, 2019); CARRDSS (Valenza, 2004); CRAAP (Blakeslee, 2004); and 5 Key Questions (Thoman & Jolls, 2003).

Third, students use AI in their search journey and critique using FLUF(F). Students must now expand their critical evaluation skills to include AI generated results. Guided by protocols for information literacy, as well as best practices in prompt generation, the FLUF(F) Test has emerged as a primary tool. Focusing on format, language, usability, fanfare, and function, this framework encourages the AI user to create better prompts and critique AI generative results. 
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Finally, students write the iSearch paper. The iSearch presents itself as a real possibility for engaging students in the use of AI in the true essence of the 80/20 Rule. Students set about describing the process of gathering and critiquing online resources, prompting and critically evaluating AI generated results, and putting their own creativity on the final product for submission.​
Looking for an authentic learning experience that empowers students to critically evaluate online sources, AI generated content, and document their research journey? 
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