AI & Digital Literacy: Toward an Inclusive and Empowering Teaching Practice
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Generative AI technologies have disrupted classrooms in a way not seen since the dial-up internet boom of the 1990s. As teachers, how can we cut through the hype surrounding AI in education to understand its limitations, ethical harms, and potential affordances for learning, access, and equity?
Inspired by this question, the AI and Digital Literacy: Toward an Inclusive and Empowering Teaching Practice (AIDL 2025) Institute will explore how to teach writing, research, and critical inquiry in the face of developing generative AI technology. Designed for U.S. secondary school, community college, and college humanities educators, this program will put teachers in conversation with top scholars who work on AI and critical digital literacy. The institute offers educators resources to navigate the pedagogical and ethical challenges and opportunities posed by AI in the classroom, as well as providing opportunities to gain experience with tools and to design and/or redesign assignments, classroom exercises, and policies for one’s classroom, department, school, or district.
Led by faculty from the University of Kansas Department of English, this institute has been developed in partnership with the National Humanities Center and the Hall Center for the Humanities.