Towards comprehensive academic literacy in the age of generative artificial intelligence

Abstract

This article presents a multidimensional analysis of a doctoral seminar taught at a public university in Argentina, in which the use of digital tools and Artificial Intelligence for academic text revision was encouraged. The research aimed to advance the advance the development of the analytical components required for integral academic literacy, grounded in the theoretical-methodological framework of Mediatized Educational Practices in Dynamic Intermedial Devices. Methodologically, this was an exploratory case study adopting a mixed-methods approach, based on four analytical dimensions — political-institutional, technological, social, and intermedial — along with provisional components examined through participant observation during classes, a survey administered to seminar participants, and the evaluative analysis of final reports. The findings may serve as a preliminary basis for a theoretical and methodological model that is still under development for the critical and ethical use of artificial intelligence in academic writing. The conclusions highlight the configuration of a socio-technical-cultural assemblage that articulated the capabilities of technological applications with indispensable role of human review. Achieving comprehensive academic literacy therefore requires integrating a critical understanding of technological agents with the disciplinary knowledge of those who use them