Transcending multiliteracies pedagogies in, for, through AI

Janfada, M., Heidari, E., & Lin, A. (2025). Transcending multiliteracies pedagogies in, for, through AI-oriented learning spaces: a dialogic perspective. Pedagogies: An International Journal, 1–23. https://doi.org/10.1080/1554480X.2025.2563621

This study frames AI as a dialogic partner that temporarily links human knowledge with technology to reimagine multiliteracies. Drawing on Deleuze’s assemblage theory and Bakhtin’s chronotope, it uses a story-making approach that synchs learners’ sociocultural knowledge with AI to support shared meaning-making. Proposing a novel pedagogical model, the research offers creative ways to tap into learners’ latent reservoirs of meaning through AI, fostering flexible, dialogic experiences that reconceptualize multiliteracies within evolving, pluralistic spaces. It advocates for equitable and ethical AI integration, strengthening multiliteracies for diverse learners while framing postdigital learning spaces as collaborative arenas of becoming.