Literacy in the Age of Artificial Intelligence

Abstract

The latest iteration of Artificial Intelligence, known as «Generative AI,» is primarily a technology focused on the writing process. Generative AI is a machine capable of producing texts in various genres. In the global historical context, the significance of this technology cannot be underestimated, as the artificial language of code intertwines with the natural language of everyday life. The writing capability of Generative AI is multimodal, going beyond the predominantly verbal production of text, also being able to «read» and «write» images through textual labels and prompts. Additionally, this peculiar form of writing encompasses mathematical concepts, software procedures, and algorithms. Based on these considerations, this article investigates the implications of Generative AI in the teaching and learning of literacy and reading. Initially, we explore the challenges and impacts of Generative AI on literacy practices. Then, we present a case study that exemplifies the practical implementation of Generative AI in supporting literacy and learning. Finally, we outline broad implications for teaching and learning, proposing a new agenda for literacy in the era of Generative AI.