Cover Image

Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence

Fuente: Wiley Open Access

Saved in:

Bibliographic Details
Main Authors:	Sarah K. Burriss, Kevin Leander
Format:	Artículo Open Access
Published:	Wiley 2024
Subjects:	Reading Research Quarterly
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

What No Research Means: The Problematic of Time and Possibilities for Expansiveness in Interpretive Literacy Research
by: Gail Boldt, et al.
Published: (2026)

Literacy in the Time of Artificial Intelligence
by: Mary Kalantzis, et al.
Published: (2024)

Becoming Otherwise Through Living Literacies in the In‐Between: Reimagining Critical Literacy in a Chinese Context
by: Xuanya Zhou
Published: (2025)

Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies
by: Kelly C. Johnston
Published: (2024)

To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy
by: Roberto Santiago de Roock
Published: (2024)

The Impact of the Use of Artificial Intelligence–Generated Materials on Reading Motivation Among EFL Learners
by: Özge Kübra Yılmaz, et al.
Published: (2025)

The Relationship Between Reading Instruction and Writing Achievement in Kindergarten
by: Ying Guo, et al.
Published: (2025)

The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading
by: Shawn Hemelstrand, et al.
Published: (2024)

Children's Inalienable Literacy Education Rights and the Science of Reading
by: Maren S. Aukerman, et al.
Published: (2026)

Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade
by: Holly B. Lane, et al.
Published: (2025)

The Effectiveness of a Language Comprehension Intervention on the Language, Reading, and Writing Skills of Socioeconomically Disadvantaged Students
by: Dacian Dorin Dolean, et al.
Published: (2026)

The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write
by: Sarah W. Beck, et al.
Published: (2024)

Bridging the Gap in Brazilian Literacy: Kalulu Phonics Provides Gains in 1st Grade Reading
by: Camilo Ernesto Subenko Olalla, et al.
Published: (2025)

The Contingency of Digital Reading: A Postdigital Literacy Ecologies Approach to Local Configurations of Play and Learning
by: Alexander Bacalja
Published: (2026)

Chronotopes of Transnational Literacies: How Youth Live and Imagine Social Worlds in their Digital Media Practices
by: Wan Shun Eva Lam, et al.
Published: (2024)

Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms
by: Rahat Zaidi, et al.
Published: (2024)

AI Literacy With Gifted Children: Iterative Co‐Design and Critical Multimodal Practices
by: Tolga Kargın, et al.
Published: (2026)

Dreaming of Borderlands Biliteracies: A Framework for Recognizing the Critical Literacies of Racialized Bilinguals
by: Idalia Nuñez, et al.
Published: (2025)

Reading Fiction and Psychological Well‐being During Older Adulthood: Positive Affect, Connection and Personal Growth
by: Nicola K. Currie, et al.
Published: (2025)

Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction
by: Davena Jackson, et al.
Published: (2024)

Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not
by: Victoria K. Henry, et al.
Published: (2025)

“It Becomes Very Intelligent”: ChatGPT as an Academic Reading Tool for Postgraduates
by: Afza Diyana Abdullah, et al.
Published: (2025)

Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model
by: David L. Share
Published: (2025)

Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment
by: Margaret F. Quinn, et al.
Published: (2024)

The Structural Relations of Component Reading Comprehension Skills in Kiswahili: The Influence of Socio‐Economic Status and Home Literacy Environment
by: Brenda Aromu Wawire, et al.
Published: (2024)

Assessing Early Writing in Preschool: Attention to Early Writing Tasks and Component Skills
by: Xiao Y. Zhang, et al.
Published: (2025)

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge
by: Wintre Foxworth Johnson, et al.
Published: (2024)

White Christian Nationalism, Biblical Proof Texting, and Literacy Curriculum and Instruction
by: Mary Juzwik, et al.
Published: (2024)

Denaturalizing “Intelligence” in Higher Education: AI as a Rupture to Imagining and Manifesting Sustainable and Anti‐colonial Literacies
by: Lisa Bradley, et al.
Published: (2024)

Dimensions of Equity in the Science of Reading Research: A Systematic Review of Actual, Artificial, and Absent Up‐Takes of Equity
by: JaNiece Elzy‐Palmer, et al.
Published: (2025)

Correction to “Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not”
Published: (2025)

Skewed Artificial Intelligence: Flagging Embedded Cultural Practices in Children's Stories Featuring “Alice and Sparkle”
by: David B. Wandera
Published: (2024)

Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences
by: Felix Bittmann
Published: (2024)

Teachers' Autonomy Support in Reading: A Multilevel Latent Profile Analysis Approach
by: Nele Bleukx, et al.
Published: (2025)

“Even if My Voice Shakes, I'm Still Going to Say It”: How Elementary Literacy Educators in Texas Enact Criticality Using Children's Literature
by: Saba Khan Vlach
Published: (2025)

The Science of Reading on Social Media: TikTok Content Creators' Discourse Patterns and Bodies of Knowledge
by: Lindsey W. Rowe, et al.
Published: (2025)

Elementary Students' Reading Growth Trajectories With and Without a Summer Testing Point in the Model
by: Deborah K. Reed, et al.
Published: (2025)

“I Never Want to Write From Just My Perspective”: Identity‐Making in Youth's Collaborative Writing of Spoken Word Poetry
by: Andrea Vaughan, et al.
Published: (2026)

School Boards, Book Challenges, and State Literacy Policy: A Case Study of Policy Layering and Literacy
by: Susan Cridland‐Hughes, et al.
Published: (2025)

Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)
by: Montserrat Cubillos, et al.
Published: (2025)