Participatory design with high school students and teachers around generative AI produced three practices for critical AI literacy: unsettling assumptions, mutual learning via complementary expertise, and grounding critique in cultural knowledge and creative practice.
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Emergent Technology, Emergent Critique: Students and Teachers Developing Critical AI Literacy through Participatory Design around Generative AI
Participatory design with high school students and teachers around generative AI produced three practices for critical AI literacy: unsettling assumptions, mutual learning via complementary expertise, and grounding critique in cultural knowledge and creative practice.