Using the Student Guide to AI Literacy
The MLA-CCCC Joint Task Force has spent most of its time and energy for the past (nearly) two years focusing on providing guidance and information to educators, the assumption always being we need to get our own heads around genAI literacies before we tackle teaching them. We heard from folks that, while they appreciated the depth and comprehensiveness of the TF’s working papers, something concise and aimed at students would be useful.
So here it is!
As a preview and accompaniment to our soon-to-be-released Working Paper 3: Building a Culture for Generative AI Literacy in College Language, Literature, and Writing, the TF has created a two-page Student Guide to AI Literacies which outlines seven foundational competencies for any student working to become more literate in using genAI. The handout’s language assumes an audience in their first few years of college, so it’s perfect for any introductory humanities course.
The document offers guidance in several related areas:
- Foundational knowledge about GAI
- Accessing and using policies in their local context
- Using GAI tools effectively
- Critically assessing GAI output
- Metacognitive skills in relation to GAI
- Ethical aspects of GAI use
A few weeks into its launch, the TF recommends using the document in a variety of ways:
Classroom/Curriculum
While the handout is designed as a “stand-alone” resource, most students will need some guidance in interpreting and applying the literacies described. Teachers can use the handout as a guide for an entire unit on AI literacy, or they can focus on one or two of the listed literacies for a class period or module.
Professional Development
The handout’s description of AI literacy applies to educators and administrators as well as students. Its concise format and straightforward language make it useful as a resource for professional development workshops and mixed-audience presentations. One of the TF members is leading a Community of Practice with cross-disciplinary colleagues in comp-rhet, marketing, hospitality management, and fire protection using the handout as a roadmap for discussion and experimentation.
Program Planning
Listing the seven literacies makes it simpler for programs to map out and delegate which courses might include different literacies in revised course outcomes. For example, all courses in a sequence might cover and review Literacy #2, “working within policy guidelines” but only one or two courses might be designated as sites to dig into Literacy #6, “You recognize that GenAI is fundamentally different from human communication.”
How have you used the Student Guide so far? We’d love to hear about it! Please share your feedback or classroom strategies in the comments!