AI Literacy as a Potential Mechanism of Stratification

Drawing on data from two parallel IRB-approved studies, this paper examines how students incorporate AI-generated text in their TPC writing assignments. In both studies, students were coached through the process of using AI tools for specific writing tasks, including an emphasis that AI-generated text should be scrutinized for rhetorical, stylistic, and factual errors. By looking at examples of students’ work and reflections of students’ experience, the authors identify differences in AI use between successful and unsuccessful writing samples. The authors consider how these differences could challenge the notion that AI might “level the playing field” of writing skill levels. The authors conclude with four AI literacies that will be necessary to prevent further stratification of student-writers’ skills.