This course is a part of HF's PhD week.
Course description
This PhD course provides an in-depth exploration of the intersection between artificial intelligence (AI) and human literacy practices. Participants will investigate how AI technologies are transforming the ways we read, write, and communicate, focusing on both theoretical and practical dimensions. The course will address the following key areas:
- AI-Assisted Reading: How AI technologies (e.g. ChatGPT and Google NotebookLM) can aid in the interpretation and analysis of texts.
- AI-Assisted Writing: How should we write with AI, and should we do it at all? Examining tools and platforms, such as ChatGPT, Gemini, Claude, DeepSeek, which may enhance writing practices, such as text generation, grammar and style correction, and content generation in general.
- Theoretical Perspectives: Understanding the implications of AI on literacy, including concepts such as AI-individualism, machine agency, and the social dynamics of AI-human interaction.
- Cultural and Societal Impact: Assessing how AI influences cultural perceptions of literacy and alters our understanding of reading and writing practices.
This is a 1 ECTS course.
Course preparation
Readings
Participants are required to read approximately 100 pages of mandatory literature, covering key texts on AI and literacy. You will also read the essays by participants in the same groups as yourself.
Written Assignments
Participants will write two texts that will form the basis for group work and plenary discussions in the course. The two texts, with references and bibliography, should be uploaded to Canvas on 27th of May at the latest.
- Critical Response Paper (1 page): Write a critical reflection on a key concept from the mandatory readings, focusing on analysis and engagement with the text.
- Thematic Essay (5 pages): Develop a five-page essay connecting themes from the course to your own research or field of study. Use AI tools such as ChatGPT and Gemini to assist with reading, idea generation, and writing tasks. Reflect on how these tools influenced your writing process and outcomes. Clearly indicate how and why they were used.
In-Class Activities
Morning Session
- Discussion: Issues raised in the response papers will be discussed, focusing on theoretical, ethical and practical implications of AI in reading and writing.
- Group Activity: Debate the ethical boundaries of AI in literacy, using examples from Sundar’s framework on how AI may enhance or undermine human agency.
- Hands-On Practice: Participants will engage with AI tools like ChatGPT, Google Notebook and Gemini for reading comprehension and writing enhancement exercises.
Afternoon Session
- Group Discussions: Personal reflections on how AI technologies influence literacy practices, connecting these reflections to broader research projects or societal concerns.
- Plenary Debates: Engage in debates on the implications of AI-individualism and increased AI-agency in reading and writing.
- Workshop: Participants will work in groups to create a collaborative piece of writing using AI tools, reflecting on the experience and its implications. What ethical considerations arise from using AI in this manner? How do we define plagiarism in the context of AI-assisted writing? What guidelines should we establish for the use of AI in scientific writing? Additionally, how might the integration of AI influence our perspectives on writing, authenticity, and creativity?
- Facilitator: Professor Petter Bae Brandtzæg, Department of Media and Communication, will lead the discussions.
Learning Outcomes
Participants will gain a deeper understanding of:
- How AI technologies are reshaping reading and writing practices, and how does it affects our perception of authenticity and creativity.
- The ability to critically analyze the interaction between AI technologies and human psychological processes in literacy contexts.
- Practical experience in using AI tools for reading and writing, understanding their benefits and limitations.
- Strategies for researching and discussing AI within an ethical and socially responsible framework, particularly focusing on the ethical dimensions of AI in literacy.
Reading
Brandtzaeg, P. B., Skjuve, M., & Følstad, A. (2025). AI individualism: Transforming social structures in the age of social artificial intelligence. In P. Hacker (Ed.), Oxford Intersections: AI in Society (online ed.). Oxford Academic. https://doi.org/10.1093/9780198945215.003.0099
Fyfe, P. (2023). How to cheat on your final paper: Assigning AI for student writing. AI & Society, 38(4), 1395–1405. https://doi.org/10.1007/s00146-022-01397-z
Kacena, M.A., Plotkin, L.I. & Fehrenbacher, J.C. The Use of Artificial Intelligence in Writing Scientific Review Articles. Curr Osteoporos Rep 22, 115–121 (2024). https://doi.org/10.1007/s11914-023-00852-0
Brandtzaeg, P.B., Skjuve, M. & Følstad, A. (2024). Understanding Model Power in Social AI. AI & Society. https://doi.org/10.1007/s00146-024-02053-4
Skjuve, M., Brandtzaeg, P. B., & Følstad, A. (2024). Why do people use ChatGPT? Exploring user motivations for generative conversational AI. First Monday, 29(1). https://doi.org/10.5210/fm.v29i1.13541
Sundar, S. S. (2020). Rise of machine agency: A framework for studying the psychology of human–AI interaction (HAII). Journal of Computer-Mediated Communication, 25(1), 74-88. https://doi.org/10.1093/jcmc/zmz026
Language
The course language is English, including reading responses and essays.
Registration
Registration opens on February 25 at 12:00 pm.
Course Convenor:
Contact person: Professor Petter Bae Brandtzæg
IMK, responsible Department