Nikki Bosca dissertation defense

Overall

  • “There is no voice in the text, just an empty hollow shell of long words.”
  • “Students shifted their roles to reclaim authorial identity”
  • “Externalizes internal cognitive monitor”
  • Like theoretical framing
  • Like how pedatogy is not portrayed as static
  • FYW goals feel more important than ever: process-based writing development, rhetorical awareness, and critical engagement with texts.
  • WTL / LTW (paradigm)

Notes

  • RQ1: How do FYW instructors and students perceive the use of generative AI in the writing process, and what factors influence their perceptions?
  • RQ2: What are the challenges and opportunities associated with incorporating generative AI writing technologies into FYW instruction, as perceived by instructors and students?
  • RQ3: How do FYW instructors navigate the design and implementation of AI-assisted writing assignments, and what strategies do they use to address challenges and leverage opportunities?
  • RQ4: In what ways does the use of generative AI during writing impact the writing process and outcomes of students in FYW classes, according to their own perspectives and those of their instructors?

Questions

AI Literacy. A set of competencies that allow individuals to access, communicate with, critically evaluate, and utilize artificial intelligence tools. In the context of this study, it refers to the emerging literacies students and the instructor developed as they learned to prompt, test, evaluate and revise AI-generated outputs through iterative experimentation. (p. 6)

-> Do you conceptualize literacy(ies) as singular or plural?

-> A question about durability: Which aspects of this dissertation will remain relevant?

  • To what extent are the findings contingent on the design of this tool?
  • Increasing metacognition
  • Future: “Interface disappears” (and so the useful friction will be reduced.)

“In composition instruction, the act of writing is the point; the goal is not knowledge recall or grammatically flawless text, but the actual craft of composing a piece of prose, of doing the research, and of responding to feedback. Through that process of drafting and revision, the critical developments of cognitive dissonance and discovery occur (Flower & Hayes, 1981; Sommers, 1980)”

DEER / DETECT (p. 32) / ethics

-> Are these practical?

Cognitive / Sociocultural / Ecological theories of writing

-> Theory: Can we think of AI as a collaborator in writing? How does this play with respect to cognitive process/sociocultural?

  • Ontological status

authentic voice was a recurring concern when they described using generative AI in their writing “There is no voice in the text, just an empty hollow shell of long words.”

Pre/post questionairre very interesting

if students used generative AI to “arrive at the idea they mean to express”

  • Ctitical / Bakhtinian concern… apparent in student concerns?
  • rotting friends’ brains
  • self-imposed restrictions on AI usage

It feels like there is a lot of emphasis on adapting to AI limitations. What about when AI gets as good at or better than human writers?

  • Was the instructor’s perspective an issue of WTL/LTW