AI Challenges English Literature Scholars
In the realm of education, the integration of Artificial Intelligence (AI) has been met with varying degrees of acceptance. This is particularly true in English departments, where concerns about academic integrity, the perceived threat to teacher roles, and a lack of understanding about AI's educational potential have led to resistance.
One of the key concerns is the impact of AI on academic integrity. Many English teachers view AI-generated work as a form of cheating, fearing it undermines authentic student learning. Additionally, the threat to teacher roles is a significant factor in resistance. Teachers believe that AI cannot replicate essential human aspects of teaching such as emotional support, understanding nuanced student needs, and developing social skills.
This reluctance is further compounded by a lack of confidence and training. Surveys show that about 70% of teachers feel unprepared to use AI effectively, contributing to their reluctance. Ethical and pedagogical concerns, such as biases, privacy, and the appropriateness of AI in humanities education, also play a role in this resistance.
Addressing this resistance requires a multi-faceted approach. Providing targeted professional development that educates teachers about AI capabilities, limitations, and pedagogically meaningful ways to integrate AI tools without compromising academic integrity is crucial. Promoting a collaborative mindset, positioning AI as a supportive tool to enhance, not replace, teacher roles, is also essential.
Creating clear ethical guidelines and policies to manage AI use in student work, helping teachers feel confident about maintaining academic standards, is another key strategy. Involving teachers in the development and selection of AI tools relevant to English education ensures alignment with curricular goals and values. Addressing emotional and social aspects directly by integrating AI in ways that complement rather than supplant these uniquely human teacher functions is also important.
In practice, integrating AI into English classes can have significant benefits. For instance, AI can be used to translate texts and simplify them when appropriate, enhancing equity and access. Colette Reilly Bozek, former assistant principal at Pioneer Junior High, worked to help educators integrate AI into their teaching in California, finding that AI facilitated differentiation and improved student grades. The English department at Bozek's former school found the AI tool NotebookLM helpful, particularly the podcast features.
However, integrating AI into English classes also comes with challenges. The challenge lies in distinguishing between AI's constructive applications for studying and its potential misuse, a line that can be easily misunderstood by both students and faculty. The author believes that the percentage of AI-generated work by students is higher than is regularly acknowledged publicly, and many institutions have not come to grips with the scope of this problem.
The author, a college writing instructor, has had positive experiences with AI tools in education, but sees a growing gap between English and humanities departments and AI use in education more broadly. This gap is evident in the divide between the English department and other departments regarding AI, as stated by Wanda Sullivan, an associate faculty lead at Post University.
In conclusion, bridging the gap between AI enthusiasm in education broadly and the cautious stance prevalent in English departments requires a thoughtful and comprehensive approach. By providing professional development, promoting a collaborative mindset, creating clear ethical guidelines, involving teachers in the development and selection of AI tools, and addressing emotional and social aspects directly, we can enable more constructive and innovative use of AI in language teaching.
Resources for educators looking to integrate AI into their teaching include the AI Starter Kit for Teachers and AI Literacy: 6 Resources For Teachers. Teaching students appropriate use of AI is not just a missed opportunity; it is crucial to create a space for this learning, as students are likely to explore AI tools in their academic and professional careers.
