Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sarah K. Burriss, Kevin Leander
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Abstract

Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when combined with posthumanist ideas and some technical knowledge, for understanding, teaching, and participating in our AI‐infused world. In this paper, we outline our theory of critical posthumanist literacy, which draws on posthumanist scholarship to re‐imagine critical literacy with respect to concepts of ontology, agency, ethics and justice, and pedagogy. For each concept, we build on humanist, critical perspectives to show how posthumanist scholarship can help theorize for literacy in the age of AI, especially as AI presents both lingering and new challenges to conceptions of human text production and consumption. Posthumanism provides us with alternative modes of thinking about the nature of “things” (and ourselves); with an understanding of agency as not a human possession but an accomplishment among/within many human and non‐human actors; with an expanded ethics that accounts more deeply for non‐humans; and with pedagogy that embraces ambiguity, movement, and speculation. Using these ideas to expand critical literacy practices, we offer concepts and questions for guiding literacy practice and research, with the understanding that these are no longer separable from complex computational systems.
批判的后人文主义读写能力:建立与日常人工智能一起阅读、写作和伦理生活的理论
识字已经与机器过程密不可分,尤其是在无处不在、影响深远的人工智能(AI)时代。尽管人工智能参与我们日常阅读和写作实践的历史相对较长,但人工智能生成工具的公开可用性掀起了一场关于人工智能在我们生活中的作用的激烈讨论和担忧。我们认为,批判性扫盲理论和工具与后人文主义思想和一些技术知识相结合,可以作为理解、教学和参与人工智能世界的基础。在本文中,我们概述了我们的后人文主义批判性扫盲理论,该理论借鉴了后人文主义学术研究,重新构想了本体论、机构、伦理与正义以及教学法等概念方面的批判性扫盲。对于每一个概念,我们都以人文主义的批判性视角为基础,说明后人文主义学术如何帮助人工智能时代的扫盲理论化,特别是当人工智能对人类文本生产和消费的概念提出新旧挑战时。后人文主义为我们提供了关于 "事物"(和我们自己)本质的另一种思考模式;提供了关于机构的一种理解,即机构不是人类的财产,而是许多人类和非人类行动者之间/内部的一种成就;提供了一种扩展的伦理学,更深入地考虑到非人类;提供了一种包容模糊性、运动性和猜测性的教学法。利用这些理念来扩展批判性扫盲实践,我们提出了指导扫盲实践和研究的概念和问题,并认识到这些概念和问题与复杂的计算系统已不可分割。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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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
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