Defining AI-literacy and AI-illiteracy: how teachers and their students are using and misusing AI in English language and literature classes

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Chinese explanation / 中文解读

中文解读待补充：本站会优先为大语言模型、生成式AI、ChatGPT相关技术、计算机视觉、深度学习等高价值论文补充中文说明。

Original abstract

Abstract This paper reviews some of the challenges to academic integrity posed by AI, and identifies three specific areas of AI illiteracy that require recalibration of student behaviour and higher education pedagogy: technical understanding deficits, critical evaluation deficits, and societal impact deficits. We review the emerging evidence of the impact of AI on cognitive and neurological processing, in particular the danger posed by the threat of long-term degradation of learning and memory due to excessive “cognitive offloading”. We emphasise the need for CALL teachers to not only provide guidelines for students on how to use AI tools wisely, but to also provide training sessions, and develop student-centred curricula and pedagogy that encourage higher-order thinking, creativity, and teamwork. We follow Cope and Kalantzis in arguing for a reconceptualisation of assessment, at the same time as incorporating AI within a multimodal curriculum, with a focus on peer review, collaboration, and student voice, and incorporating tools such as ChatGPT within a “Brain-first” model of learning, and to view AI a just one of many potential sources of feedback for students.

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