Sarah K Burriss
Biographic Data
| ID | 5972203 |
|---|---|
| NAME | Sarah K Burriss |
| GIVEN NAMES | Sarah K |
| FAMILY NAME | Burriss |
| SIGNATURE | BURRISS S K |
| AFFILIATIONS | Vanderbilt University Nashville Tennessee USA |
| ORCID | 0000-0002-5598-0363 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Writing the Rules for Generative Machines
Generative AI tools such as large language models are, as their name suggests, fundamentally language tools, not only in their design but also in the way they operate for users. As such, they have particularly powerful implications for literacy education. This qualitative study investigates how undergraduate literacy preservice teachers developed classroom policies about AI to be employed in their own secondary English classrooms. Recognizing the…
Critical Posthumanist Literacy
Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when c…
Cultivating writerly virtues
With increased availability, accessibility, and capability of artificial intelligence (AI) tools, we argue that human processes of virtuous and multimodal composition can support meaningful communication. After defining our perspectives on writerly virtue and multimodality, we suggest how writers and their instructors might approach the use of AI tools in virtuous and multimodal writing and argue that writing processes promote human development, …
Critical literacy for a posthuman world
Computational objects (eg, algorithms, bots, surveillance technology and data) have become increasingly present in our daily lives and are consequential for our changing relations to texts, multimodality and identity. Yet, our current theories of literacy, and especially the prevalence of mediational and representational perspectives, are inadequate to account for these changing relations. What are the implications for critical literacy education…
Critical Posthumanist Literacy
Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when c…
Critical literacy for a posthuman world
Computational objects (eg, algorithms, bots, surveillance technology and data) have become increasingly present in our daily lives and are consequential for our changing relations to texts, multimodality and identity. Yet, our current theories of literacy, and especially the prevalence of mediational and representational perspectives, are inadequate to account for these changing relations. What are the implications for critical literacy education…
Cultivating writerly virtues
With increased availability, accessibility, and capability of artificial intelligence (AI) tools, we argue that human processes of virtuous and multimodal composition can support meaningful communication. After defining our perspectives on writerly virtue and multimodality, we suggest how writers and their instructors might approach the use of AI tools in virtuous and multimodal writing and argue that writing processes promote human development, …
Critical Posthumanist Literacy
Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when c…
Writing the Rules for Generative Machines
Generative AI tools such as large language models are, as their name suggests, fundamentally language tools, not only in their design but also in the way they operate for users. As such, they have particularly powerful implications for literacy education. This qualitative study investigates how undergraduate literacy preservice teachers developed classroom policies about AI to be employed in their own secondary English classrooms. Recognizing the…
Artificial Intelligence (3 works) · Computer Science (3 works) · Epistemology (3 works) · Literacy (3 works) · Sociology (3 works) · Artificial Intelligence (2 works) · Cognitive science (2 works) · Critical literacy (2 works) · Digital Education and Society (2 works) · Ethics and Social Impacts of AI (2 works)