Emergent Technology, Emergent Critique: Students and Teachers Developing Critical AI Literacy through Participatory Design around Generative AI
For educators and researchers, this case provides strategies for involving youth in shaping the adoption and critique of generative AI in classrooms.
The study reports on a five-week participatory design program where Latinx students and teachers co-designed how generative AI tools are used and taught, revealing three critical AI literacy practices: unsettling assumptions, mutual learning, and grounding critique in cultural knowledge.
Who gets to decide how generative AI tools enter students' classrooms? We report on a five-week participatory design program in which three 11th-grade Latinx students and three high school teachers in California negotiated how generative AI tools would be used and taught about in learning environments. Drawing on video recordings and designed artifacts, we ask: what critical AI literacy practices emerged as students and teachers jointly designed how generative AI tools would be used and taught about? Our analysis reveals three practices: collectively unsettling assumptions about AI, mutual learning through complementary expertise, and grounding AI critique in cultural knowledge and creative practice. Students and teachers developed these practices through the design work itself. This case contributes strategies for designing with youth around an emergent technology like generative AI toward critical AI literacy. It extends work on youth as protagonists by showing how this approach enables students to shape both the adoption and the interrogation of these tools in their learning environments.