Podcast episode production with the use of artificial intelligence via multiliteracies workshop.

Abstract

Contemporary technological advances have transformed social practices in different spheres of human activity. Thus, digital culture, boosted by the popularization of the internet, also requires the reinvention of school practices, and this can be made possible by mobilizing multiliteracy practices, including the use of Artificial Intelligence (AI). Based on this assumption, this article aims to analyze the process of producing a podcast episode using AI via a multiliteracies workshop. This production was based on an echoed question in the media and some classrooms: "with the use of AI in school activities, do students tend to diminish their critical and creative potential?". An exploratory, qualitative, and interpretative study of a selection of data from a doctoral research project (under development) was carried out to answer this question. It is theoretically and methodologically based on Applied Linguistics, sociocultural literacy studies, Multiliteracies Pedagogy, and the teaching of argumentation as an emancipatory social practice. The results show that, in the process of producing this episode, the student-authors appropriated multiliteracy skills related to digital culture and argumentation and critically and creatively used AI to prove that human intelligence is superior to it. It follows that, contrary to common sense, AI can be configured as a relevant multimedia artifact for the development of school practices that are more in line with what is experienced beyond school.