Educators Engagement with Literacy, Inquiry, Social Justice Pedagogy, and AI-powered Technology (Project ENLIST)

• In Event: Innovative Approaches in Literacy and Pedagogy, Paper Session 4

Abstract

This project is a collaboration between the Northern Illinois University College of Education
faculty and a midwestern school district. This project is designed to foster the professional
growth of teacher educators in literacy and social studies fields, targeting the National Council
for the Social Studies (NCSS) College, Career, and Civic Life (C3 Framework’s) goal of integrating inquiry, literacy, social justice pedagogy, and technology for K-12 teaching and learning. The teachers will receive training in Artificial Intelligence (AI)-powered instructional scaffolding, disciplinary literacy, inquiry-based instruction, and social-justice pedagogy to
incorporate into lesson/unit planning for K-12 literacy and social studies classrooms. This project creates significant value by bringing critical domains such as literacy, inquiry, social justice, and AI technology into a comprehensive curriculum for teachers to conceptualize, practice, and implement in classrooms.

Authors

• Razak Kwame Dwomoh, Northern Illinois University

• Eric Junco, Northern Illinois University

• Cansu Tatar, Northern Illinois University

• Hyoju Ahn, Northern Illinois University