Collaborating with AI Assistants on Future-Focused Digital Literacy
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Abstract
This article explores the integration of generative artificial intelligence (AI) assistants in undergraduate writing courses, advocating for a shift from restrictive policies to transparent and critical engagement. Through the “Hire AI” framework, students learn to treat AI as a collaborative assistant—developing rhetorical and ethically informed uses of these tools. The approach emphasizes active learning, applied AI literacy, and scaffolded instruction, empowering students to manage AI responsibly while maintaining their voice and authorship. Evidence from student reflections and course outcomes demonstrates increased confidence, nuanced understanding, and transferable skills, positioning AI as a tool for human-centered learning rather than a replacement for critical thinking.
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