IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

This presentation examines how generative AI has transformed the dynamics of writing center work. By integrating critical AI literacy into tutor training, we examine how tutors can navigate fragmented, digitally mediated spaces while sustaining linguistic justice, affirming student voice, and preserving the work of the writing center. When a student interacts with AI before or during a session, where does the learning occur? What role does the tutor play when reading and comprehension are outsourced to non-human tools? Should we advocate for the use of AI to help level the playing field for L2 writers? If so, how can we do so ethically? If not, why not? In response to these questions, we have infused critical AI literacy into our tutor-training programs. Our presentation will discuss these topics from our two perspectives as writing center directors. Ghada Gherwash will discuss how the emergence of AI technologies has impacted conversations about linguistic justice in the center, as well as our proactive efforts to integrate critical AI literacy into our tutor-training program. Meghan Hancock will discuss the role of AI in ethically assisting students with reading comprehension. AI tools can be either ethical assistants that make dense reading more inclusive or unethical tools for plagiarism, depending on how we teach our students to use them.
After our individual remarks, we will facilitate a collaborative discussion and/or Q/A with the audience.