Content uploaded by Matthew A. Vetter
Author content
All content in this area was uploaded by Matthew A. Vetter on Apr 09, 2024
Content may be subject to copyright.
How might the use of generative AI by students or
teachers affect their relationship? What sorts of
cultures or atmosphere are produced by AI syllabus
policies? How does generative AI impact the relations
(among students, teachers, texts, policies, and learning
outcomes) crucial to learning?
QUESTIONING GENERATIVE
AI FOR CRITIAL LITERACY
Use these categories and questions to guide discussions at the
level of the classroom, department, and discipline.
Pedagogy
ETHICAL HEURISTICS FOR EDUCATORS
What kinds of critiques need to be directed at
generative AI from the standpoint of the teacher?
What about from the standpoint of the student? How
should students practice critical thinking when using
AI as a writing partner?
Criticality
How should students understand their actions as
distributed among technological agents and other
elements of the classroom ecology? What can
teachers do to help students retain a sense of
agency in their writing while using AI TG’s?
Agency
What are the specific affordances and
constraints of generative AI tools? How should
students learn when to trust and distrust AI
tools?
Reliability
How should we define access to AI in terms of
its material, social, economic, and cognitive
implications? Who has access to AI and who
doesn’t? How might AI applications act as
assistive learning technologies?
Accessibility
Vetter, Lucia, Jiang, & Othman, 2024
https://doi.org/10.1016/j.compcom.2024.102831