This edited volume assesses the critical intersection of AI and literacy education. It serves as an essential guide for educators, researchers, and learners navigating the evolving terrain of literacy in a world increasingly augmented by AI.
This volume assesses the critical intersection of artificial intelligence (AI) and literacy education. Drawing on the concept of "living literacies," it explores the transformative potential of AI in literacy practices, offering a comprehensive narrative that bridges theoretical frameworks with practical applications.
The book goes beyond the conventional understanding of AI literacy as mere technological proficiency. Instead, it positions AI as a catalyst for expansive, inclusive, and multifaceted literacy practices in the digital age. Scholars from different parts of the world examine how AI is not just changing what we read and write but how we think, create, and express ourselves in a post-human context.
KEY FEATURES
- Explores AI literacy that encompasses critical thinking, ethical reasoning, and creative expression
- Offers insights into the role of educators and researchers in cultivating AI literacy among learners
- Discusses how creativity and identity intertwine with AI literacy
- Suggests practical approaches to integrating AI into classroom instruction across different age groups
This timely work serves as an essential guide for educators, researchers, and learners by navigating the evolving terrain of literacy in a world increasingly augmented by AI.
Introduction. Section I: Ethical Considerations.
1. The AI Literacy
Framework for Higher Education: A Grounded Theory Exploration of the
Foundational, Social, Conceptual, Ethical, and Affective Domains of AI
Literacy.
2. Exploring the Speculative: AI Literacies and Creativity. Section
II: Practical Applications in Educational Contexts.
3. Teachers First:
Building AI Literacy to Address Mundane Tasks and Enhance Creative
Applications in Secondary English Classrooms.
4. When AI Literacy Meets
Computational Creativity Vignettes of a Preservice Teachers Journey with
Generative AI.
5. Intelligent-TPACK for AI-Assisted Literacy Instruction: A
Novel Technological and Pedagogical Approach to Prepare Teachers for Future
Classrooms.
6. Cultivating Global Writers: The Role of AI in Creating
Authentic Writing Situations for Young Learners. Section III: Theoretical
Grounding and Future Applications.
7. The Song Need Not Remain the Same: AI
Literacies in the Lives of Youth.
8. Building a Future with AI: Entry Points
for Reimagining Literacy in Higher Education.
9. Framing a Critical,
Historical, Proactive View of AI Literacies in "Zero-Gravity" Spaces.
Jason D. DeHart earned a PhD in 2019 at the University of Tennessee, Knoxville. His research interests include digital literacy, graphic novels and comics, and adolescent literacy. DeHart is the author of Building Critical Literacy and Empathy with Graphic Novels (NCTE).
Suriati Abas is an Assistant Professor in the Department of Elementary Education and Reading at the State University of New York (SUNY) Oneonta. Her research interests center on critical, multimodal, and spatial literacies within school and in out-of-school contexts. Her most recent publications titled "Critical Multimodal Literacy Practices in Student-Created Comics" and "Fostering Artificial Intelligence (AI) Literacy in Higher Education" were published in Literacy and Teaching Media, respectively. Suriati was awarded the Divergent Award for Excellence in the Implementation of Literacy in a Digital Age in 2022 for the universitycommunity partnership (i.e., involving pre-service teachers, teachers, authors, librarians, and children in K12 schools) in promoting diverse social justicethemed picture books through in-person book-reading events and digital platforms. She teaches literacy, diversity, and childrens literature to pre-service and in-service teachers.
Raśl Alberto Mora is an Associate Professor at the School of Education and Pedagogy at Universidad Pontificia Bolivariana in Medellķn, Colombia (while teaching remotely from Norway), where he also chairs the award-winning Literacies in Second Languages Project research lab. He is also a visiting professor at the Doctorate in Education (ELT Emphasis) at Universidad del Valle and has served as visiting faculty at universities in Colombia, Mexico, and Poland. His research has explored literacy theories conceptual and practical applications to understand second-language practices in city, virtual, and school spaces. Raśl was awarded the Divergent Award for Excellence in Literacy in a Digital Age Research in 2019 for his contributions to the field of literacy studies and the Clare de Silva Award by the Colombian Association of English Teachers (ASOCOPI) in 2024 for his impact on the English-language teaching community in Colombia.
Damiana Gibbons Pyles is a Professor in the Department of Learning, Teaching, and Curriculum at Appalachian State University. Her research interests focus on media production, identity, and media literacy practices in order to understand the intersections of the visual, the spoken, the written, and the performed in digital and print literacies. Recent publications include her book Literacy and Identity through Streaming Media: Kids, Teens, and Representation on Netflix (2023) and several publications, such as scholarship about turning Red and Asian American representation and teaching using different media, i.e., The Last Kids on Earth. She currently teaches courses for pre-service and practicing teachers to learn how to integrate media and technology for teaching and learning. Her most recent projects focus on how censorship legislation is impacting how teachers perceive how they can and should teach in their classrooms.
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