Leander, K. M., & Burriss, S. (2023). Digital Literacies and the Re-Making of Social Space: Uncorrected Proof. Retrieved from https://deschm.byethost4.com/EDU800/wp-content/uploads/2023/10/Leander-Burriss-uncorrected-proof-1.pdfOpens a new window

Summary
Leander and Burriss (2023)explore the evolving relationship between humans and machines in literacy practices, emphasizing the need for a posthuman approach to critical literacy education. They argue that traditional literacy theories, which focus on mediation and representation, do not sufficiently address the complexities introduced by artificial intelligence (AI) and computational agents. The authors propose a framework for “posthuman critical literacy,” which integrates posthumanist and new materialist theories to understand the dynamic interactions between human and nonhuman actors. Through case studies on texts, multimodality, and identity, the article highlights how AI influences literacy practices and calls for educators to interrogate the role of computational agents in shaping texts, images, and identities. The authors advocate for a transformative approach to literacy education that fosters ethical collaborations between humans and machines.

Evaluation of Strengths
The article adequately explores the intersection between AI and literacy education. The authors effectively evaluate and synthesize posthumanist and new materialist theories, providing a fresh perspective on the role of computational agents in literacy practices. The inclusion of real-world examples, such as TikTok algorithms, Google Ad Settings, and psychographics, enhances the article’s relevance and applicability to contemporary digital contexts. The structure of the paper is clear, with well-defined sections that guide the reader through theoretical concepts, case studies, and educational implications. However, the article could benefit from more practical strategies for implementing posthuman critical literacy in educational settings, as the theoretical framework may be challenging for educators to apply without guidance.

Reflection on Applicability to SRE Education and Curriculum for Autistic Youth
The article’s emphasis on the role of computational agents in shaping identity and communication is highly relevant to Sex and Relationship Education (SRE) for autistic youth. Many autistic individuals rely on digital platforms for social interaction, making it crucial to understand how AI influences their experiences and identity formation. The proposed framework for posthuman critical literacy can help educators design SRE curricula that teach autistic youth to critically analyze their interactions with AI. Additionally, the focus on fostering ethical interactions between humans and machines aligns with the need to create inclusive and supportive digital environments for autistic learners. By incorporating these ideas, SRE education can empower autistic youth to navigate digital spaces confidently and advocate for ethical technology use in their social and relational lives.