Division C - Learning and Instruction / Division C - Section 1a: Literacy

Monaliza Maximo Chian, University of Northern Iowa

Can ChatGPT Provide Useful Holistic Essay Scoring? - Tamara Powell Tate, University of California - Irvine; Jacob Steiss, University of Missouri - St. Louis; Mark Warschauer, University of California - Irvine; Drew Bailey, University of California - Irvine; Daniel Ritchie, University of California - Irvine; Waverly Tseng, University of California - Irvine; Youngsun Moon, Stanford University; Steve Graham, Arizona State University

Comparing the Quality of Human and ChatGPT Feedback on Student Writing - Jacob Steiss, University of Missouri - St. Louis; Tamara Powell Tate, University of California - Irvine; Jazmin T. Cruz, WestEd; Steve Graham, Arizona State University; Jiali Wang, University of California - Irvine; Youngsun Moon, Stanford University; Waverly Tseng, University of California - Irvine; Mark Warschauer, University of California - Irvine; Michael Hebert, University of California - Irvine

Does Social Media Multitasking Influence the Processing and Comprehension of Multiple Documents? - Ymkje Elisabeth Haverkamp, University of Oslo; Ivar Braten, University of Oslo; Natalia Latini, University of Oslo; Helge I. Stromso, University of Oslo

From Clueless to Confident: How ChatGPT Can Transform L2 Academic Writing - Lanfang Sun, University of Hong Kong; Fangzhou Jin, The University of Hong Kong; Keyi Zhou, University of Hong Kong; Chin-Hsi Lin, University of Hong Kong; Wai Ming Cheung, University of Hong Kong

Harnessing the Power of Artificial Intelligence in Literacy Education: Personalized Learning, Ethical Considerations, Transformative Implications - La Toya Caton, Teachers College, Columbia University