Autorentext

Zoi A. Traga Philippakos, Ph.D. is Associate Professor at the department of Theory and Practice in Teacher Education (TPTE) at the College of Education, Health, and Human Sciences at The University of Tennessee, Knoxville. Her research interests include writing and reading instruction in K to 12 classrooms and in postsecondary settings, strategy instruction with self-regulation, motivation, and teacher professional development. She currently conducts research examining the use of AI and ChatGPT on teachers' writing practices.

Eleni Katsarou, PhD. is Professor of Curriculum Theories and Instruction at the Department of Primary Education, University of Crete, Greece. Her research interests include curriculum development, (multi)literacies education, and teacher professional development through action research.

Konstantinos Sipitanos, Ph.D. is postdoctoral researcher in the University of Crete with the theme: "Development and Evaluation of teaching materials of semantic web (web 3.0) digital literacy practices". He also teaches in the Hellenic Open University in the Postdoctoral Program "Contemporary tensions in Linguistics for educators."

Klappentext

This edited collection addresses Artificial Intelligence in literacy education, exploring the challenges, opportunities, and pedagogical applications of the use of large language models in the education field.

Artificial Intelligence has dynamically emerged in our lives, especially in the last five years, and is gradually transforming it. Undoubtedly, AI influences both education and the cultivation of literacies in the modern school and society at large. Recognizing the evolving nature of the educational dashboard, this book provides possible AI applications in educational settings, such as schools and classrooms, and it holistically examines AI technologies within societal and educational contexts. Considering that school is part of a broader organism that is societal, the book also examines AI applications beyond classes but also offers realistic possibilities and challenges in AI technologies as they evolve before us, rapidly. Chapters in the book cover the use of AI in language learning, writing studies, reading and writing assessment, curriculum research, teacher preparation, and more.

Bringing together new scholarship and voices in the field of AI literacy, this book is ideal for scholars, researchers, and graduate students in the fields of literacy education as well as educational technology and teacher education.

Inhalt

Preface Foreword Part I: Theoretical Considerations and Foundational 1. Contextual AI Meets Generative AI: Addressing the Literacy Crisis 2. AI in Education: The Dual Need for a New Pedagogy and a New Research Culture Part II: AI Learning and Instruction 3. Writing Coach, Reading Tutor, and Conversation Partner: Insights from PapyrusAI Implementation 4. AI Literacy and Statistics Learning: Building Students' Active Participation from Teacher Knowledge and Adaptation 5. Reading and Writing Assessment in the Age of Generative AI Or, Dealing with Future Shock 6. AI writing: Practices, Challenges, and Opportunities 7. Revising with Generative AI: Supporting Writing Instruction Through Validated Cohesion Metrics Part III: AI and Innovative Educational Research 8. The Contribution of Ontologies to Language Curriculum Research: Semantic Structuring for Interoperability and Analysis 9. AI Literacy in Teacher Education: Challenging Preparedness and Ethical Responsibility for AI Integration 10. Navigating the AI Literacy Era: From Instructor to Facilitator-The Impact of AI on Educational Practices 11. Educating With and Through Generative AI: Toward an Ecological Pedagogy of Teacher Competence