ChatGPT in Education: Transforming Digital Literacy Practices

Autor/inn/en	Ciampa, Katia; Wolfe, Zora M.; Bronstein, Briana
Titel	ChatGPT in Education: Transforming Digital Literacy Practices
Quelle	In: Journal of Adolescent & Adult Literacy, 67 (2023) 3, S.186-195 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ciampa, Katia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1310
Schlagwörter	Digital Literacy; Artificial Intelligence; Adult Education; Literacy Education; Students with Disabilities; Critical Thinking; Media Literacy; Deception; Information Sources + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kritisches Denken; Media skills; Medie competence; Medienkompetenz; Täuschung; Information source; Informationsquelle
Abstract	As artificial intelligence (AI) technologies continue to advance, their integration into secondary and postsecondary education offers a multitude of opportunities for adolescent and adult learners. In this article, we delve into the advantages of integrating AI into literacy education, emphasizing its capacity to enhance writing skills, provide assistance to students with disabilities, foster critical thinking and media literacy abilities, and also tackle challenges associated with biases, misinformation, and an overdependence on AI tools. This article offers examples and recommendations to assist literacy educators in guiding their adolescent and adult learners toward ethical and responsible usage of AI. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01