The College of Arts and Science's Perspectives newsletter recently highlighted Teaching Professor Megan Callow's work on AI literacy in writing classrooms, along with the work of two other colleagues across the university.
In Callow's interview, she provides a thoughtful explanation for how generative AI technologies have affected her teaching: "[C]ritical AI literacy resonates so much with the other kinds of literacies that I'm already teaching. Students are making rhetorical choices when they use these tools. There's digital literacy involved, and information literacy and media literacy and citation literacy. All of these issues that I'm already passionate about, generative AI is providing new contexts for me to continue those conversations."
To read more about Callow's work, click here: AI in the Classroom? For Faculty, It's Complicated