You comment to focus on process over product makes sense. I like your idea of making students document their leading and state why they changed something or left it as is. It changes the types of journaling that happens but then again maybe not. Finally adding play to the conversation is exactly what we need.
I remember that "originality versus curation" conversation we had and your example of the bday card when we discussed AI in my office this past year, and I was so drawn to your analogy as a way to rethink authorship as pitched to our students, but seeing your writing on this topic has helped to clarify and elucidate even further. Questions that hit me after our conversation and more now, having read your thoughts: how do we shift out of (or disrupt) that arbitrary cultural and historical burden placed on teachers to be expert curators of knowledge and, instead or in conjunction, empower students to see themselves as curators in their own acquisition of knowledge by using AI as a tool? This shift may be at the heart of questioning our current practices around authorship, authenticity, etc. we share with students. I thank you for your careful tracing of the historical power systems impacting what and how we teach, and for showing vulnerability in charting your ongoing research! I'll be following your thoughts and academic musings posted here, for sure, and I look forward to seeing the report from your sabbatical work once you return in fall.
Thanks for inspiring me to write this post. Our conversation definitely pushed my thinking. Looking forward to more chats as we all learn more about writing in the age of AI.
You comment to focus on process over product makes sense. I like your idea of making students document their leading and state why they changed something or left it as is. It changes the types of journaling that happens but then again maybe not. Finally adding play to the conversation is exactly what we need.
I remember that "originality versus curation" conversation we had and your example of the bday card when we discussed AI in my office this past year, and I was so drawn to your analogy as a way to rethink authorship as pitched to our students, but seeing your writing on this topic has helped to clarify and elucidate even further. Questions that hit me after our conversation and more now, having read your thoughts: how do we shift out of (or disrupt) that arbitrary cultural and historical burden placed on teachers to be expert curators of knowledge and, instead or in conjunction, empower students to see themselves as curators in their own acquisition of knowledge by using AI as a tool? This shift may be at the heart of questioning our current practices around authorship, authenticity, etc. we share with students. I thank you for your careful tracing of the historical power systems impacting what and how we teach, and for showing vulnerability in charting your ongoing research! I'll be following your thoughts and academic musings posted here, for sure, and I look forward to seeing the report from your sabbatical work once you return in fall.
Thanks for inspiring me to write this post. Our conversation definitely pushed my thinking. Looking forward to more chats as we all learn more about writing in the age of AI.
Love the birthday card analogy, Eric! Well said. 👏