Generative Artificial Intelligence and Multiliteracies: Changes in Teaching and Learning
DOI:
https://doi.org/10.18264/eadf.v15i1.2484Keywords:
Generative artificial intelligence, Multiliteracies, Pedagogy, TeachingAbstract
This article presents results of a systematic literature review on conceptual changes in the field of new literacies studies due to the recent popularization of Generative Artificial Intelligence. Hundreds of articles were collected from four scientific literature databases using keyword strings in the searches. Dozens of relevant articles were selected on preponderant topics that refer to the pedagogical aspects of new literacies today, the implications and changes for teaching, and other systematic reviews. The results indicated that researchers seek to conduct studies to provide a better understanding of the impacts of Generative AI on education, more generally, and on the pedagogical aspects, teacher development, and student learning, more specifically.
Keywords: Generative artificial intelligence. Multiliteracies. Pedagogy. Teaching.
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