Large language model AI-guided creative writing co-creation in secondary schools.
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| Title: | Large language model AI-guided creative writing co-creation in secondary schools. |
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| Authors: | Spitsberg, Tim, Kettler, Todd, McKamie, Jessica |
| Source: | Theory Into Practice. Fall2025, Vol. 64 Issue 4, p374-389. 16p. |
| Subjects: | Artificial intelligence in education, Creative writing education in secondary schools, Plagiarism prevention, Student cheating, Educational equalization |
| Abstract: | Most recent literature on AI/LLM in schools around writing focuses on avoiding plagiarism and academic dishonesty, as opposed to considering how such technologies might be a real classroom resource for both teachers and student writers, a claim supported by recent research. Our proposed adapted model of creative writing intervention highlights the concept of co-creation in the writing domain, which is especially beneficial for middle- and high-school students in the areas of inspiration, creativity, and engagement, countering the unfortunately common belief that the use of AI tends to reduce student creativity. The practices described allow teachers an implementable, defensible, and logistically manageable site for first forays into student/AI co-creation in a space generally not part of high-stakes testing or other high-profile curricular mandates while providing students with a ready and attractive partner in overcoming the blinking cursor, empty page, and sense of themselves as non-creative and/or uninspired. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Most recent literature on AI/LLM in schools around writing focuses on avoiding plagiarism and academic dishonesty, as opposed to considering how such technologies might be a real classroom resource for both teachers and student writers, a claim supported by recent research. Our proposed adapted model of creative writing intervention highlights the concept of co-creation in the writing domain, which is especially beneficial for middle- and high-school students in the areas of inspiration, creativity, and engagement, countering the unfortunately common belief that the use of AI tends to reduce student creativity. The practices described allow teachers an implementable, defensible, and logistically manageable site for first forays into student/AI co-creation in a space generally not part of high-stakes testing or other high-profile curricular mandates while providing students with a ready and attractive partner in overcoming the blinking cursor, empty page, and sense of themselves as non-creative and/or uninspired. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00405841 |
| DOI: | 10.1080/00405841.2025.2528551 |
