The advent of generative Artificial Intelligence (GenAI) has forced educators to contend with its presence in schools, classrooms, and student work. In this paper, I investigate the epistemic consequences of using GenAI in literacy learning. Using the concept of formative epistemic injustice, I argue a wrong is done to students when instructors encourage students to farm out learning tasks to GenAI; specifically, formative epistemic injustice is done to students when they are told to use GenAI. …
Read moreThe advent of generative Artificial Intelligence (GenAI) has forced educators to contend with its presence in schools, classrooms, and student work. In this paper, I investigate the epistemic consequences of using GenAI in literacy learning. Using the concept of formative epistemic injustice, I argue a wrong is done to students when instructors encourage students to farm out learning tasks to GenAI; specifically, formative epistemic injustice is done to students when they are told to use GenAI. Using the example of writing studies, I show how many of the tasks students and educators are most likely to assign to GenAI when writing are some of the most educative, resulting in formative epistemic injustice when GenAI is used. Recognizing the staying power of GenAI in education and schooling, I sketch out ways to mitigate the mal-formative effects of the use of GenAI in writing classrooms.
