digital literacy

Research Literacy with AI: Verifying Sources with Perplexity and the CRAAP Framework to Improve Intrinsic Motivation

Activities, collaboration and group work, critical thought and analysis, digital literacy, genAI, information literacy, Integrating sources, primary source research, Process, research, secondary source research, writing technologies /

Tingyu Zhang Assignments & Activities Archive Activity Description This activity teaches undergraduates to critically locate and verify sources by triangulating results from Perplexity AI (free version), Google Scholar, or Academic Search Complete, using the CRAAP framework (Currency, Relevance, Authority, Accuracy, Purpose) to evaluate sources (Blakeslee 6). Rather than treating AI as a shortcut, it frames […]

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Assistive Yet Authorial: Critical Use of GenAI in Personal Narrative Prewriting

Activities, critical thought and analysis, digital literacy, drafting and revising, genAI, identity, narrative and storytelling, prewriting and invention, primary source research, Process, research, writing technologies /

Daehyun Won Assignments & Activities Archive Activity Description Due to the accelerating adoption of Generative Artificial Intelligence (GenAI) across higher education, writing instructors face everyday challenges in developing academic writing skills while integrating GenAI to enhance digital literacy, critical AI literacy, and prompt engineering. Not to undermine students’ authorial agency, authentic voice, and ownership in

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Antagonizing & Tailoring LLM Writing in a Mock Public Relations Crisis Management Campaign for Business Communication Classes

Activities, critical thought and analysis, digital literacy, genAI, observation, Process, professional writing, rhetorical situation, writing myths and anxiety, writing technologies /

Amanda Rioux Assignments & Activities Archive Activity Description This Business Communication in-class activity uses a sample case study in which an imaginary company had a public fallout, with the purpose of students developing and refining the skills needed to regain trust and goodwill amongst the company’s various stakeholders—both internally within the company itself, and externally

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From Connection to Critique: Evaluating an AI-Generated Essay

Assignments, critical thought and analysis, digital literacy, genAI, information literacy, Integrating sources, Process, research, rhetorical appeals and argument, secondary source research /

Abigail Michelini Assignments & Activities Archive Assignment Description This assignment brings generative AI into the writing classroom with the goals of learning about what it can and cannot do well, enhancing students’ ability to critique it, and engaging it responsibly without compromising critical thinking. The best place for this assignment is in the second half

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GenAI Assignments for Critical Digital Literacy

Assignments, critical thought and analysis, digital literacy, genAI, information literacy, Process, reflection, writing technologies /

Aurora Matzke and Angela Clark-Oates Assignments & Activities Archive Assignment Description This assignment is about slowing down the composing process at the beginning, middle, and end of any given assignment to provide students the opportunity to critically examine the technologies they use/d to mediate the composing and designing of texts. Specifically, this assignment asks students

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Owning the Process: Co-Learning AI Through Critical Inquiry and Workflow Literacy

Activities, collaboration and group work, critical thought and analysis, digital literacy, genAI, information literacy, Process, professional writing, writing technologies /

Jennifer N. Mason Assignments & Activities Archive Activity Description This in-class activity invites students and instructors to co-investigate how generative AI and other writing technologies shape composing processes across academic and professional contexts. The activity is grounded in workflow literacy—defined here as the reflective practice of analyzing how tasks, tools, technologies, and collaborators interact across

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Teaching Critical AI Literacy through Popular Natural Science Articles

Assignments, critical thought and analysis, digital literacy, genAI, information literacy, Integrating sources, Process, research, rhetorical appeals and argument, rhetorical situation, writing across the curriculum, writing technologies /

Chad Lewis and Jackson W. Martin Assignments & Activities Archive Assignment Description The writing classroom is an opportune space to teach students how to critically think about generative AI (GenAI) outputs and their limitations. This assignment asks students to compare the rhetorical situations of scholarly research articles in the natural sciences with their popular science

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Analyzing AI-to-AI Debate as Rhetorical Observation

Activities, critical thought and analysis, digital literacy, genAI, genre and discourse community, observation, reflection, rhetorical appeals and argument, rhetorical situation, writing technologies /

Daewoo Jin Assignments & Activities Archive Activity Description This activity aims at developing students’ ability to distinguish statistical text generation from human meaning-making by observing how two AI systems exchange directed arguments in response to short, human-written prose. Students analyze rhetorical clarity, disruption, and absence in AI-to-AI debate transcripts, within one class meeting, and in

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Reading Against the Machine

Activities, critical thought and analysis, digital literacy, genAI, metacognition, reading, reading strategies /

Scott DeLoach Assignments & Activities Archive Activity Description In this activity, students practice using generative AI tools as reading partners while strengthening their metacognitive awareness through the Reading Apprenticeship framework. Reading Apprenticeship is a framework that supports students in developing expert reading habits by making thinking processes visible and shared. It integrates four key dimensions

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Can ChatGPT Make the Right Moves? A Comparative Rhetorical Analysis of Human-Authored and AI-Generated Texts

Assignments, critical thought and analysis, digital literacy, genAI, Process, rhetorical situation, writing technologies /

Michelle Cook, Gaby Meindl, and Angela Laflen Assignments & Activities Archive Assignment Description Helping students develop rhetorical knowledge acts as a bridge between understanding GenAI tools on a functional level and being a critical reader of texts generated by AI. Because we are preparing students to enter academic and professional spaces that have been, and

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