Framing Generative AI Through a Critical Media Literacy Lens: A Reflective Practitioner-Inquiry Study

• In Event: Educators’ Identities and Perceptions Across Tech Platforms, AI, and Multimodal Literacies

Abstract

The emergence of generative AI (genAI) has profound implications for teaching and learning in higher education. Students’ easy access to this technology, and its increasingly powerful and sophisticated outputs, pose difficult questions around academic integrity and the learning process. In this practice-based article, we share how we integrated genAI into our teaching and how students responded. As educators face the challenge of teaching in a context of genAI, we provide data about how our students used and made sense of this technology, while offering insights about how instructors might navigate the new context. In doing so, we hope to add our voices to ongoing scholarly conversations about the dangers and possibilities of genAI for teaching and learning in higher education.

Authors

• Ali Soken, University of Oregon

• Kysa Nygreen, University of Massachusetts - Amherst