Enhancing Critical Information Literacy and Critical Reading Skills in the Age of Artificial Intelligence
Type of Presentation
Individual paper/presentation
Conference Strand
Critical Literacy
Target Audience
Higher Education
Second Target Audience
Higher Education
Location
Skidaway Meeting Room
Relevance
The proposal is focused on the discussion of designing instruction and pedagogical responses that support information literacy in the age of AI.
Proposal
Critical thinking has always been the core value of what we do in the college writing classroom. It becomes even more relevant in the age of AI, given that we, both teachers and students, currently know very little about the benefits and drawbacks of incorporating AI into reading and writing activities, particularly since our primary purpose is reading and writing to learn. How can we enhance reading efficiency with AI while fostering critical information literacy and critical thinking? What are effective pedagogical strategies to achieve that goal in a first-year writing class designed specifically for multilingual writers?
As part of the shared efforts to answer those questions, this session aims to showcase an AI-integrated reading for researching activity in which guiding questions and process steps for reading and post-reading reflection are carefully outlined and implemented to help student writers use AI as a “thought partner” yet at the same time continuing to develop as more active, independent, and critical readers and writers. The session will also share students’ work and thoughts on the activity.
Short Description
How to enhance reading efficiency with AI while fostering critical information literacy and critical thinking? This session will showcase an AI-integrated reading for researching activity in which guiding questions and process steps for reading and post-reading reflection are carefully outlined and implemented to help student writers use AI as a “thought partner” while continuing to develop as more active, independent, and critical readers and writers.
Keywords
Critical Reading, Critical Information Literacy, AI-Integrated Reading Activity, Multilingual Writing, Writing Pedagogy
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Nguyen, Michelle, "Enhancing Critical Information Literacy and Critical Reading Skills in the Age of Artificial Intelligence" (2026). Georgia International Conference on Information Literacy. 27.
https://digitalcommons.georgiasouthern.edu/gaintlit/2026/2026/27
Enhancing Critical Information Literacy and Critical Reading Skills in the Age of Artificial Intelligence
Skidaway Meeting Room
Critical thinking has always been the core value of what we do in the college writing classroom. It becomes even more relevant in the age of AI, given that we, both teachers and students, currently know very little about the benefits and drawbacks of incorporating AI into reading and writing activities, particularly since our primary purpose is reading and writing to learn. How can we enhance reading efficiency with AI while fostering critical information literacy and critical thinking? What are effective pedagogical strategies to achieve that goal in a first-year writing class designed specifically for multilingual writers?
As part of the shared efforts to answer those questions, this session aims to showcase an AI-integrated reading for researching activity in which guiding questions and process steps for reading and post-reading reflection are carefully outlined and implemented to help student writers use AI as a “thought partner” yet at the same time continuing to develop as more active, independent, and critical readers and writers. The session will also share students’ work and thoughts on the activity.
