Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines.
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| Title: | Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines. |
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| Authors: | Higgs, Jennifer M.1 jmhiggs@ucdavis.edu, Stornaiuolo, Amy2 amystorn@gse.upenn.edu |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Oct-Dec2024, Vol. 59 Issue 4, p632-650. 19p. |
| Subject Terms: | *Generative artificial intelligence, *Digital media, Chatbots, ChatGPT, Technology |
| Abstract: | The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical perspectives on technology, the present study drew on student survey and focus group data from English language arts classes in two culturally and linguistically diverse high schools to answer the following questions: (1) How are young people using AI in their everyday lives, if at all?; (2) What do young people identify as key considerations related to AI‐mediated writing?; and (3) What ethical and critical considerations, if any, inform young people's sensemaking of and practices with AI? Young people reported using generative AI for diverse purposes in and out of school, including to accomplish routine organizational and information tasks, to entertain themselves through experimenting with AI technologies, and to catalyze their thinking and writing processes. Survey and focus group participants' responses suggested their regular navigation of ethical and critical dimensions of AI use and their contemplation of what it means to be human through and with advancing technologies. Young people also reported a lack of opportunity to examine AI practices and perspectives in school, suggesting the important role schools can play in supporting youths' development of AI ethics. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181569853 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Higgs%2C+Jennifer+M%2E%22">Higgs, Jennifer M.</searchLink><relatesTo>1</relatesTo><i> jmhiggs@ucdavis.edu</i><br /><searchLink fieldCode="AR" term="%22Stornaiuolo%2C+Amy%22">Stornaiuolo, Amy</searchLink><relatesTo>2</relatesTo><i> amystorn@gse.upenn.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Oct-Dec2024, Vol. 59 Issue 4, p632-650. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Generative+artificial+intelligence%22">Generative artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+media%22">Digital media</searchLink><br /><searchLink fieldCode="DE" term="%22Chatbots%22">Chatbots</searchLink><br /><searchLink fieldCode="DE" term="%22ChatGPT%22">ChatGPT</searchLink><br /><searchLink fieldCode="DE" term="%22Technology%22">Technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical perspectives on technology, the present study drew on student survey and focus group data from English language arts classes in two culturally and linguistically diverse high schools to answer the following questions: (1) How are young people using AI in their everyday lives, if at all?; (2) What do young people identify as key considerations related to AI‐mediated writing?; and (3) What ethical and critical considerations, if any, inform young people's sensemaking of and practices with AI? Young people reported using generative AI for diverse purposes in and out of school, including to accomplish routine organizational and information tasks, to entertain themselves through experimenting with AI technologies, and to catalyze their thinking and writing processes. Survey and focus group participants' responses suggested their regular navigation of ethical and critical dimensions of AI use and their contemplation of what it means to be human through and with advancing technologies. Young people also reported a lack of opportunity to examine AI practices and perspectives in school, suggesting the important role schools can play in supporting youths' development of AI ethics. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/rrq.552 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 632 Subjects: – SubjectFull: Generative artificial intelligence Type: general – SubjectFull: Digital media Type: general – SubjectFull: Chatbots Type: general – SubjectFull: ChatGPT Type: general – SubjectFull: Technology Type: general Titles: – TitleFull: Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Higgs, Jennifer M. – PersonEntity: Name: NameFull: Stornaiuolo, Amy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct-Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 19362722 Numbering: – Type: volume Value: 59 – Type: issue Value: 4 Titles: – TitleFull: Reading Research Quarterly (John Wiley & Sons, Inc.) Type: main |
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