The development of literacy skills in K-12 education under the expansion of generative artificial intelligence
DOI:
https://doi.org/10.19180/1809-2667.v28n22026.23657Keywords:
generative artificial intelligence, cyberculture, literacy, reading and writing, k-12 educationAbstract
This paper investigates the profound transformations in literacy under the direct influence of generative artificial intelligence (GenAI) within K-12 education. The primary purpose is to examine the impacts of textual automation on students’ reading and writing competencies. This study consists of a qualitative narrative literature review grounded in recent academic publications. The investigation indicates that advanced language processing enables adaptive tutoring, assisting students in overcoming creative blocks, among other benefits. However, this same automation threatens student authorship and deepens socio-educational disparities in access. There is an urgent need to establish algorithmic information literacy to ensure the full civic emancipation of students and their capacity to comprehend and produce texts proficiently in an era of hyperconnectivity and digital standardization.Downloads
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