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Generative AI, Communication, and Stereotypes: Learning Critical AI Literacy through Experience, Analysis, and Reflection

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Title: Generative AI, Communication, and Stereotypes: Learning Critical AI Literacy through Experience, Analysis, and Reflection
Language: English
Authors: Yifeng Hu
Source: Communication Teacher. 2025 39(1):6-12.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Artificial Intelligence, Stereotypes, Communications, Student Attitudes, Technology, Consciousness Raising, Media Literacy, Visual Aids, Computer Software, Computer Software Evaluation
DOI: 10.1080/17404622.2024.2397065
ISSN: 1740-4622
1740-4630
Abstract: This assignment is integrated into the generative AI unit of the Emerging Communication Technologies course. It includes step-by-step designs and reflective examples from students, highlighting the evolution of their perceptions of generative AI. The assignment uniquely focuses on understanding and raising awareness of stereotypes present in AI-generated images. Through experiential, analytical, and reflective learning, students build confidence and competence in interacting with various AI tools, acquire skills in AI-human communication and prompting, and develop critical thinking abilities to identify and mitigate stereotypes generated by AI. Courses: Emerging Communication Technologies; Human-Computer Interaction; Communication and Technology; New Media; Digital Humanity; Digital Literacy; Media Literacy. Objectives: Through these activities, students will (1) reduce fear or discomfort about interacting with generative AI, (2) familiarize themselves with popular generative AI tools, (3) understand characteristics of human-AI interaction, (4) recognize AI fallibility in producing stereotypes, and (5) think critically about identifying and preventing AI-generated stereotypes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456417
Database: ERIC
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  Data: Generative AI, Communication, and Stereotypes: Learning Critical AI Literacy through Experience, Analysis, and Reflection
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  Data: <searchLink fieldCode="SO" term="%22Communication+Teacher%22"><i>Communication Teacher</i></searchLink>. 2025 39(1):6-12.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/17404622.2024.2397065
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  Data: 1740-4622<br />1740-4630
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  Data: This assignment is integrated into the generative AI unit of the Emerging Communication Technologies course. It includes step-by-step designs and reflective examples from students, highlighting the evolution of their perceptions of generative AI. The assignment uniquely focuses on understanding and raising awareness of stereotypes present in AI-generated images. Through experiential, analytical, and reflective learning, students build confidence and competence in interacting with various AI tools, acquire skills in AI-human communication and prompting, and develop critical thinking abilities to identify and mitigate stereotypes generated by AI. Courses: Emerging Communication Technologies; Human-Computer Interaction; Communication and Technology; New Media; Digital Humanity; Digital Literacy; Media Literacy. Objectives: Through these activities, students will (1) reduce fear or discomfort about interacting with generative AI, (2) familiarize themselves with popular generative AI tools, (3) understand characteristics of human-AI interaction, (4) recognize AI fallibility in producing stereotypes, and (5) think critically about identifying and preventing AI-generated stereotypes.
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      – SubjectFull: Communications
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      – TitleFull: Generative AI, Communication, and Stereotypes: Learning Critical AI Literacy through Experience, Analysis, and Reflection
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