Overview

The ongoing struggle to increase literacy within our population is one of the defining goals of education. Educational environments continue to incorporate more and more technology into their cache of necessary tools as the lives of their students depend on these devices at a growing rate. Artificial intelligence (AI) and literacy education are bound to face a convergence that will be a transformative force. AI Approaches to Literacy in Higher Education delves into the synergies between advanced technology and the cultivation of literacy skills, illuminating innovative methodologies and applications that redefine educational paradigms. This book is a comprehensive analysis of AI's potential to elevate literacy among higher education students. The book strategically integrates research studies, case analyses, and theoretical perspectives to construct a nuanced understanding of AI's role in shaping literacy outcomes. This work uncovers the intricate interplay between technology and academic literacy by utilizing a tapestry of AI-driven tools, strategies, and techniques. Educators, researchers, instructional designers, and higher education professionals will find this book invaluable, as it addresses the nuanced intersection of AI and literacy, and provides insights into the practical implementation of tools while navigating the challenges and future trajectories. This book is particularly tailored for those engaged in literacy instruction, educational technology, curriculum development, and pedagogical innovation. Chapters within traverse various subjects, from AI-based approaches for augmenting reading comprehension skills to natural language processing (NLP) techniques designed to elevate writing proficiency. The book encompasses intelligent tutoring systems fostering critical thinking in literacy, adaptive learning platforms tailoring instruction to individual needs, and AI-supported strategies championing digital literacy in academia.

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Oscar Eybers is an academic literacy facilitator in the Unit for Academic Literacy at the University of Pretoria in southern Africa. He has taught various levels of literacy, spanning from pre-school children to scholars enrolled in higher education. Eybers is passionate about the roles academic literacy plays in cultivating students’ wellbeing, confidence and development in various scholarly disciplines. His current research focus areas include visual literacy, multilingualism and discourse analysis. Eybers’s PhD focused on interactions between social structures, culture and agency in novice science scholars mastering argumentative writing. He is keen to collaborate with transdisciplinary and international academics and activists. Alan Muller is a lecturer and PhD candidate at the University of Pretoria where teaches academic literacy. His research interests include, AI in the Humanities, science and speculative fiction, and academic literacy. He is a co-editor of (2017). His most recent publications are ‘Cultural Entanglement, Displacement and Contemporary Durban in Imraan Coovadia’s ’ (2023) and ‘Left, Right then Left Again: Educators at the Intersection of Global Citizenship Education, Technology and Academic Literacies’ (2024).

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