Facilitate, create, reflect: the new role of teachers in literacy for writing, teaching, and learning with generative artificial intelligence
Year: 2025
Type: book-chapter
Abstract: This chapter proposes a new university literacy framework in response to the rise of generative artificial intelligence (GAI), articulated around three inseparable verbs: writing, teaching, and learning with discernment.Drawing on situated experiences in teaching and faculty development, it presents a structured proposal (the EEA-AI Program) that includes microprotocols, pedagogical artifacts, and communities of practice (AI-CoP), with a focus on processbased assessment, responsible co-authorship, and ethical data governance.Beyond a technical approach, it advances an andragogical, emotional, and decolonial framework that questions uncritical platform use, warns of the risks of technological dependency, and defends the teaching role as an ethical, political, and pedagogical mediator.The chapter offers impact indicators, replicable classroom designs, and a teacher-student governance manifesto that can inform institutional policy.The thesis is clear: it is not enough to use AI; we must decide how, when, and for what purposes-grounded in a critical, situated, and human-centered pedagogy.Generative AI enhances literacy only if institutions safeguard professional judgment, intellectual autonomy, and educational justice through concrete policies and mechanisms, aligned with recent international guidelines.This is the new literacy: technological in its means, radically human in its ends.
Author: Norjhira Romero Pérez
Institution: Universidad Nacional Experimental Simón Rodríguez
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W7127048232