Emerging artificial intelligence (AI) is reshaping multiliteracies by moving from fixed, skill-based models to fluid, digitally mediated practices. Rather than treating AI as a tool, this study frames it as a dialogic partner that temporarily links human knowledge with technology to reimagine multiliteracies. Drawing on assemblage theory and Bakhtin's chronotope, it uses a story-making approach that synchs learners' sociocultural knowledge with AI to support shared meaning-making. A dialogic methodology structures a phantomic journey across actual and imagined chronotopes, revealing how the rhizomatic micropolitics of history, culture, affect, and AI enlarge literacy into rich multimodal engagement. Through iterative story cycles, participants negotiate voice, agency, and ethics with the machine. Findings indicate that AI-generated visualizations and narratives catalyse transformative learning and cultural awareness, yet expose tensions between algorithmic output and nuanced human culture. By proposing a novel pedagogical model, the research offers creative ways to tap into learners' latent reservoirs of meaning through AI, fostering flexible, dialogic experiences that reconceptualize multiliteracies within evolving, pluralistic spaces. It advocates for equitable and ethical AI integration, strengthening multiliteracies for diverse learners while framing postdigital learning spaces as collaborative arenas of becoming.
Janfada et al. (2025) studied this question.