Exploring Instructors\u27 Practices And Perceptions Towards Artificial Intelligence Integration In Postsecondary Literacy Classrooms

Abstract

The integration of Artificial Intelligence (AI) in post-secondary literacy is seeing increasing prevalence in the classroom. However, there is a gap in the literature in which specifically studies have been done regarding teachers practices and perceptions towards AI in the post-secondary literacy spaces, specifically integrated reading and writing spaces at the post-secondary level. This dissertation will examine the various practices and perceptions of instructors toward AI-driven tools in integrated reading and writing classrooms. In integrated reading and writing classrooms, cultivating students\u27 literacy skills is fundamental for developing critical thinkers and empowered learners. With AI becoming increasingly integrated into literacy instruction, there have been studies conducted specifically addressing AI\u27s role in college writing within and English language learners (Aljuaid, 2024; Wang, 2024; Wang et al., 2024) however there is a gap in research specifically addressing AI\u27s role in integrated reading and writing classrooms at the post-secondary level. Instructors\u27 perceptions and practices significantly influence how AI can enhance students\u27 literacy outcomes. While previous studies have explored AI in broader educational contexts (AlDhaen, 2022; Bearman et al., 2022; Bond et al., 2024; Crompton & Burke, 2023), focused research on AI\u27s application in integrated reading and writing remains limited. This qualitative case study will examine how developmental literacy instructors perceive and utilize AI tools in their classrooms, as well as their experiences with this integration. Grounded in the Artificial Intelligence -Technological Pedagogical Content Knowledge (AI-TPACK) framework proposed by Celik (2023), along with Gee\u27s (1999) discourse theory and Rosenblatt\u27s (1994) transactional theory, this study will analyze how developmental literacy instructors\u27 knowledge and discourse about AI shape their pedagogical approaches. This study will aim to address the limited research on AI integration in integrated reading and writing classrooms at the post-secondary level by exploring developmental literary instructors\u27 perceptions and practices. It will further aim to provide instructors with insights into the potential role of AI in literacy development. Finally, this study will explore how professional development and prior AI knowledge impact instructors\u27 ability to integrate AI tools effectively