Key points are not available for this paper at this time.
In this conceptual paper, we call for a need to develop critical ethical literacy in multiliteracies work. The digital turn in composition- illustrates the massive inroads that have been made with respect to multiliteracies since the New London Group put forward their pedagogical blueprint almost 30 years ago. Significantly, the unprecedented changes accompanying GenAI have forced us to take a step back and rethink the purpose of teaching literacy, as well as how to deal with new inequities surrounding it, such as GenAI’s reinforcement of biases and stereotypes. Extending the New London Group’s notion of multiliteracies, which highlighted critical engagement as a cornerstone of multiliteracies education, we argue that an equitable and critical focus in multiliteracies should include an emphasis on ethics. Expanding and updating the multiliteracies framework to focus on developing students’ critical ethical linguistic awareness is vitally important for tackling new challenges like GenAI and the attendant economic and social disruptions it will cause. We further this call to focus on critical ethical literacy development by offering recommendations for enhancing multiliteracies instruction in an age of GenAI.
Kim et al. (Fri,) studied this question.