Cultivate AI literacy as relational rather than transactional work through reflective engagement with human-AI entanglement¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that educators cultivate AI literacy through a posthumanist prism as relational work: encouraging reflective, critical conversations about participation in an AI-mediated world and a critical sensibility to human-AI entanglement, rather than framing AI as a mere tool or over-anthropomorphizing it. The authors state that "cultivating AI literacy through a posthumanist prism is, essentially, relational work rather than transactional work." This avoids both punitive responses to student AI use and uncritical reliance on AI affordances.

Design Implications¶

Context¶

Requirements¶

• Educators must move beyond the human/tool binary and the modernist anthropocentric paradigm that attributes agency solely to humans

Constraints¶

• The authors warn that corporate anthropomorphic discourse, e.g. claims that AI boosts productivity, shapes a transactional perspective that this strategy must question

Target Learners¶

• language and literacy educators
• multilingual undergraduate writers

Target Learning Goals¶

• critical AI literacies
• meta-awareness of AI-mediated meaning-making
• ethical engagement with AI

Affordances¶

• Posthumanist Ai Literacy Intra Action Framework

Claims¶

• Agency metaphors expressed fear that GenAI steals human agency and threatens jobs, reflecting a binary human-versus-machine model [~W]

Related Strategies¶

Examples¶

-

Key Sources¶

• 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