A guided posthumanist writing experiment showed a student internalizing a posthumanist ontology, yet her evaluative criteria remained human-centric¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Asuka adopted an anthropomorphic positionality, using the inclusive pronoun we and framing AI as a collaborator, suggesting internalization of a posthumanist ontology. → Zhaozhe Wang 2025 q2 i? Despite her posthumanist framing, Asuka's evaluative criteria for the human-AI meaning negotiation remained human-centric, resting on her subjective satisfaction as cultural informant. → Zhaozhe Wang 2025 (2)

Evidence¶

Zhaozhe Wang 2025¶

Zhaozhe Wang, Chaoran Wang. (2025). A posthumanist approach to AI literacy. Computers and Composition 76 (2025) 102933. https://doi.org/10.1016/j.compcom.2025.102933

q2 · i? · qualitative · r3

Case-study analysis of Asuka's essay and reflections on her Tanka translation project with ChatGPT; she never called AI a tool and framed the project as investigating what AI can capture, highlighting AI's thing power.

"The use of the plural first-person pronoun “we” to address an inanimate actant, which is counterintuitive from a humanistic perspective, suggests that Asuka has internalized a posthumanist ontology regarding AI-mediated literacy practices."

Zhaozhe Wang 2025 (2)¶

Zhaozhe Wang, Chaoran Wang. (2025). A posthumanist approach to AI literacy. Computers and Composition 76 (2025) 102933. https://doi.org/10.1016/j.compcom.2025.102933

q2 · i? · qualitative · r3

Analysis of Asuka's evaluation phase: she assessed the entangled negotiation by her own satisfaction, intervening with culturally situated knowledge of the Tanka's conventional Japanese interpretation and judging AI images by emotional resonance for English readers.

"It is worth pointing out, however, that Asuka’s evaluative criteria seemed nonetheless human-centric, if not specifically Asuka-centric."

Discussion¶

Learner Variables¶

• Digital Literacy — outcome: instruction changes it

Related Claims¶

• Of 24 reviewed studies on AI and metacognition in STEM, 23 were human-centred and only one was explicitly posthumanist — related
• The two students' distinct AI literacy approaches may be shaped by differing rhetorical objectives, genres, and audiences of their writing tasks — related
• A case study of two multilingual undergraduates reveals a productive tension between students' experiments with posthumanist AI literacy and their entrenched humanistic assumptions — a broader claim this one bears on
• A conceptual framework paper reports, citing a meta-analysis (Roesler et al., 2021), that anthropomorphism benefits human-robot interaction with effects varying across task contexts and design implementations — related
• One focal student exhibited a critical-pragmatic humanistic AI literacy, conceptualizing AI as a manipulable tool and evaluating it by rhetorical efficiency — related
• Despite a student's claims of purely human authorial agency, posthumanist analysis of his AI-mediated revision shows meaning co-produced through human-AI entanglement — related
• The authors argue that analyzing power imbalances, misshapen structures, and hidden assumptions are familiar critical thinking tasks for hesitant readers — related
• Students anthropomorphized the chatbot and built relationships with it through personal and social questions — related