國立虎尾科技大學 |

Teaching Literature (In the Age of Generative Machines): An Exploration of the Not-So-New Relationalities of Readers and Literary Texts in Schools /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching Literature (In the Age of Generative Machines): An Exploration of the Not-So-New Relationalities of Readers and Literary Texts in Schools // Eric David Abrams.
作者:	Abrams, Eric David,
面頁冊數:	1 electronic resource (254 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31236384
ISBN:	9798382809823

Teaching Literature (In the Age of Generative Machines): An Exploration of the Not-So-New Relationalities of Readers and Literary Texts in Schools /
Abrams, Eric David,

Teaching Literature (In the Age of Generative Machines): An Exploration of the Not-So-New Relationalities of Readers and Literary Texts in Schools /Eric David Abrams. - 1 electronic resource (254 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

ChatGPT and generative AI technologies have infiltrated our learning spaces, and, as a result, schools may be changed forever. While some educators may seek to ban the use of chatbots, motivated by a fear of the rampant plagiarism the technology might invite, I, however, write this dissertation with the intent of finding uses for AI as a participant in the teaching and learning of literature in the secondary and post-secondary English classroom. In this dissertation, I examine a series of problems, issues, and ideas raised by AI, situated in specific relationalities among readers and literary texts (students, teachers, and myself functioning as my main sites of inquiry) by engaging in literature-based experiments. Through reflecting on my experiences and experimenting alongside teachers, students, and AI, I have found that the problems and opportunities introduced by AI are not-so-new: they're a re-presentation of the familiar, repackaged and amplified. Though this dissertation has not lent itself to the discovery of a singular conclusion, I have found, rather, grounds for further experimentation and provocation. As I conclude this dissertation, I attempt to identify some ways that teachers of English can utilize AI not as a tool for providing knowledge and information for students, but to rather utilize it as a thought-provoking companion for the teaching of literature.

English

ISBN: 9798382809823Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

English education

Teaching Literature (In the Age of Generative Machines): An Exploration of the Not-So-New Relationalities of Readers and Literary Texts in Schools /
LDR:02950nam a22004333i 4500 001 1157770
005 20250603111412.5
006 m o d
007 cr|nu||||||||
008 250804s2024 miu||||||m |||||||eng d
020 $a 9798382809823
035 $a (MiAaPQD)AAI31236384
035 $a AAI31236384
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Abrams, Eric David, $e author. $3 1484039
245 1 0 $a Teaching Literature (In the Age of Generative Machines): An Exploration of the Not-So-New Relationalities of Readers and Literary Texts in Schools / $c Eric David Abrams.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (254 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
500 $a Advisors: Vinz, Ruth Committee members: Blau, Sheridan; Jochum, Richard; Bruni Ashley, Adele; Hogue Smith, Cheryl.
502 $b Ph.D. $c Columbia University $d 2024.
520 $a ChatGPT and generative AI technologies have infiltrated our learning spaces, and, as a result, schools may be changed forever. While some educators may seek to ban the use of chatbots, motivated by a fear of the rampant plagiarism the technology might invite, I, however, write this dissertation with the intent of finding uses for AI as a participant in the teaching and learning of literature in the secondary and post-secondary English classroom. In this dissertation, I examine a series of problems, issues, and ideas raised by AI, situated in specific relationalities among readers and literary texts (students, teachers, and myself functioning as my main sites of inquiry) by engaging in literature-based experiments. Through reflecting on my experiences and experimenting alongside teachers, students, and AI, I have found that the problems and opportunities introduced by AI are not-so-new: they're a re-presentation of the familiar, repackaged and amplified. Though this dissertation has not lent itself to the discovery of a singular conclusion, I have found, rather, grounds for further experimentation and provocation. As I conclude this dissertation, I attempt to identify some ways that teachers of English can utilize AI not as a tool for providing knowledge and information for students, but to rather utilize it as a thought-provoking companion for the teaching of literature.
546 $a English
590 $a School code: 0054
650 4 $a Educational technology. $3 556755
650 4 $a Literature. $3 557269
650 4 $a Teacher education. $3 1148451
653 $a English education
653 $a Reading literature
653 $a Teaching literature
653 $a Teaching poetry
690 $a 0530
690 $a 0401
690 $a 0800
690 $a 0710
710 2 $a Columbia University. $b TC: English Education. $3 1184256
720 1 $a Vinz, Ruth $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-12B.
790 $a 0054
791 $a Ph.D.
792 $a 2024
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31236384