Building critical AI literacy and fit for purpose application of generative AI in digital literacy: screen, web and new media
Date
2025
Authors
Stokes, J.
Pike, J.
Folber, T.
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Conference paper
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ASPERA Learning and Teaching Online Symposium: Generative AI in the Screen Production Classroom, 2025
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ASPERA Learning and Teaching Online Symposium: Generative AI in the Screen Production Classroom (22 Jul 2025 : online)
Abstract
In this case study, we will outline strategies embedded within the Digital Literacy: Screen, Web and New Media course at UniSA College (Education Futures), which support students to build understanding of ethical use cases and the limitations of GenAI. Our teaching is informed by critical AI literacy, which builds awareness of wider social implications, including ethical dimensions, and explores when, how, and whether to use AI tools (Velander et al., 2024). We have developed approaches that contextualise GenAI alongside human strengths to enable purposeful learning and students in navigating this new context.In this course, students pitch and produce a digital project.
Students are supported to develop creativity and critical thinking, and also better understand the value of these human-centred skills in the context of AI (Cropley & Cropley, 2023; Marrone et al., 2024). The course is designed to empower students through purposeful learning, aligned with the ADEPT framework for enabling pedagogy (Stokes, 2023). Students are guided to develop critical AI literacy and ability to identify where GenAI is fit for purpose, building skillsets in evaluation and judgement (Bearman et al., 2024). Course content models transparent AI application and each assessment outline provides GenAI use cases. Dialogic approaches (Shor & Freire, 1987) support students to develop tailored digital projects and discuss AI in the context of their degree and career aspirations. This case study will showcase student work that incorporates generative AI in informed and constructive ways.
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Copyright 2025 ASPERA