The Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mia S. Shaw, S. R. Toliver, Tiera Tanksley
{"title":"The Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage","authors":"Mia S. Shaw, S. R. Toliver, Tiera Tanksley","doi":"10.1002/rrq.537","DOIUrl":null,"url":null,"abstract":"This article utilizes speculative and visual storytelling alongside interdisciplinary research on artificial intelligence (AI) and algorithmic oppression to engage in a thought experiment on how literacy studies might refuse the oppressionist logics currently undermining the possibilities of AI in literacy education. As technological advancements in education will only continue to increase and as society is yet to ascertain the parameters of an ethical AI system, it is paramount to analyze the past and present <jats:italic>and</jats:italic> contemplate potential futures, especially those that do not result in violence against Black and Brown peoples. To engage in speculation, we employ Endarkened Storywork (Toliver, 2022) to present an empirically driven, futuristic, science fiction narrative from two perspectives: (1) a US, Black girl who is forced to participate in AI‐structured secondary schooling and (2) a Black girl in Haiti who is forced to live in a country polluted by technological byproduct. This narrative, which is grounded in academic research and news editorials, is accompanied by comic art and followed by a companion analysis detailing the theoretical backdrop of the story. By utilizing multiple methods of scholarly distribution, we provide multiple entry points for readers to engage with this work. We offer a means for readers to see—via story, art, and scholarship—the potential impacts of AI on Black people globally. Additionally, by situating this article in the creative and scholarly realms, we strategically deconstruct traditional forms and methods of knowledge production that have constrained academic research and rendered invisible alternative forms of data representation.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"17 1","pages":""},"PeriodicalIF":3.9000,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading Research Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1002/rrq.537","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This article utilizes speculative and visual storytelling alongside interdisciplinary research on artificial intelligence (AI) and algorithmic oppression to engage in a thought experiment on how literacy studies might refuse the oppressionist logics currently undermining the possibilities of AI in literacy education. As technological advancements in education will only continue to increase and as society is yet to ascertain the parameters of an ethical AI system, it is paramount to analyze the past and present and contemplate potential futures, especially those that do not result in violence against Black and Brown peoples. To engage in speculation, we employ Endarkened Storywork (Toliver, 2022) to present an empirically driven, futuristic, science fiction narrative from two perspectives: (1) a US, Black girl who is forced to participate in AI‐structured secondary schooling and (2) a Black girl in Haiti who is forced to live in a country polluted by technological byproduct. This narrative, which is grounded in academic research and news editorials, is accompanied by comic art and followed by a companion analysis detailing the theoretical backdrop of the story. By utilizing multiple methods of scholarly distribution, we provide multiple entry points for readers to engage with this work. We offer a means for readers to see—via story, art, and scholarship—the potential impacts of AI on Black people globally. Additionally, by situating this article in the creative and scholarly realms, we strategically deconstruct traditional forms and methods of knowledge production that have constrained academic research and rendered invisible alternative forms of data representation.
互联网不存在于空中:扫盲、人工智能和数字中间通道
本文利用推测和视觉叙事,结合对人工智能(AI)和算法压迫的跨学科研究,就扫盲研究如何拒绝目前破坏人工智能在扫盲教育中的可能性的压迫逻辑进行了一次思想实验。由于教育领域的技术进步只会继续增加,而且社会尚未确定符合道德规范的人工智能系统的参数,因此分析过去和现在并思考潜在的未来,尤其是那些不会导致暴力侵害黑人和棕色人种的未来,是至关重要的。为了进行推测,我们采用了 Endarkened Storywork(托利弗,2022 年),从两个角度展示了一个由经验驱动的未来主义科幻小说叙事:(1)一个美国黑人女孩被迫参加人工智能结构化中学教育;(2)一个海地黑人女孩被迫生活在一个被技术副产品污染的国家。这一叙事以学术研究和新闻社论为基础,配以漫画艺术,并附有详细描述故事理论背景的分析。通过利用多种学术传播方式,我们为读者提供了多个接触这部作品的切入点。我们通过故事、艺术和学术研究,让读者看到人工智能对全球黑人的潜在影响。此外,通过将这篇文章置于创意和学术领域,我们战略性地解构了传统的知识生产形式和方法,这些形式和方法限制了学术研究,并使其他形式的数据表示变得不可见。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信