The AI turn in literacy practices: toward an inclusive educational framework

Abstract In this exploration of the impact of generative artificial intelligence (AI) on literacy practices, we critically reflect on its standardized‐value‐prompting nature, which we found to come from two characteristic tendencies: homogenization and anthropomorphism. Because these tendencies shape how AI influences users' meaning‐making, its growing ubiquity creates tension with the promotion of diversity with inclusivity that has been sought throughout the history of literacy education. In response, drawing on the perspective of New Literacy Studies, which conceptualizes literacy as a situated social practice, we propose the ‘AI turn’ in literacy as a nuanced shift within the digital turn, whereby educators are encouraged to embrace the enhanced meaning‐making potential enabled by technological advancements. Specifically, we propose the ICIC framework as a coherent and systematic approach to help students learn four literacy skills: inquiry techniques, critical thinking, infusion of meaning, and creativity. These skills are elaborated with a focus on how they might ultimately safeguard and enhance equity for all learners. Developing these skills, along with careful approaches to innovation, will prepare students to navigate the complexities of AI‐assisted learning and actively engage in meaning‐making practices.