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International Journal of Transformative Teaching and Learning in Higher Education

ORCID

Shyam Sharma https://orcid.org/0000-0002-1456-8639

Submission Category

Empirical Research Article

Abstract

This article explores the transformative impact of technological advancements—especially computers, the internet, and artificial intelligence (AI)—on writing and literacy education. Building on relevant scholarships, it argues that there is an urgent need to update traditional literacy education by adding/extending three additional literacies: the literacies of privacy, originality, and agency. Reconceptualizing privacy, originality, and agency in relation to the reshaping of literacy by emerging technologies in the past few decades, as the article shows, would help advance pedagogies to address the disruption to fundamentals that are worth preserving and building upon. The article addresses the challenges posed by the increasingly public nature of writing, the evolving concept of originality in the age of AI-generated content, and the shifting notion of agency in a digital context. It discusses and shows that as writing becomes more digitized, students need to be taught not only how to communicate effectively but also how to navigate the complexities of when, how, and why to share their thoughts; how to maintain and foster originality amidst technological influences; and how to exert agency over their writing when using digital tools.

License Information

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License (CC BY-NC-ND 4.0).

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