The advent of artificial intelligence (AI) and robots that can communicate has seen the role of the librarians in interdisciplinary teams take on a new importance. In this context, information literacy means being able to use these new tools in an ethical way, to think critically about them, and to respect copyright. In Quebec, however, teachers are not yet sufficiently well equipped to help their students learn this competency. Naturally, there are aids and resources available, but no official guidelines for teaching information literacy have yet been issued by the department of education. It is thanks to an initiative by librarians, document reviewers and information science specialists that a variety of schemes have been established to foster learning in this area so as to prepare people to act responsibly in society. The absence of specialist library staff, a lack of teachers, and not enough functional technological resources present significant challenges. However, we believe that working together with others in a school community can help overcome these obstacles.
In this article we suggest, for example, that schools form interdisciplinary teams comprised of assorted specialists, parents, and other interested parties to reflect together on the use of shared spaces in schools – including libraries – as learning hubs.
A school library is, after all, a space where tools and materials can be shared. It is equipped with a network infrastructure, technical resources, and a variety of workspaces. To this end, the librarians of the «Centre de services scolaires de Montréal» partner with others, including specialists, to offer interdisciplinary educational workshops for students and teachers. One of the aims of these workshops is to develop information literacy with integrated training in AI.

 * This is the French translation of the article «Literalität oder Digitalität? Sowohl als auch! ...» by Torsten Steinhoff

Dans le contexte du débat contemporain sur l’orientation de la langue première vers la « littératie papier » ou la « littératie numérique », cet article présente des réflexions sur une didactique post-numérique de la langue première à travers l’exemple de la lecture et de l’écriture, en accordant une attention particulière à l’intelligence artificielle. Il expose d’abord l’opposition actuelle, dans la didactique de la lecture et de l’écriture, entre le paradigme de la « littératie papier » et celui de la « littératie numérique », et leur domination par une vision anthropocentrique et instrumentaliste de l’ordinateur, qui s’avère problématique. Il se réfère ensuite à la notion de « post-numérique » et à la théorie sociologique de la pratique pour esquisser une perspective alternative montrant l’enchevêtrement des littératies « papier » et « numérique2 » ainsi que la coactivité entre l’être humain et l’ordinateur. Enfin, l’article propose un objectif de compétence général – la maitrise de la communication post-numérique – et formule plusieurs questions théoriques, méthodologiques et empiriques pour approfondir le sujet.

This article explores the relationship between reading and digital tools, with a particular focus on reading competency in the context of recent developments in artificial intelligence (AI). It then goes on to discuss more broadly the implications of using digital tools on the cognitive processes underlying deep reading.
By inviting readers to engage with thought-provoking ideas we seek to raise awareness of the opportunities AI affords when reading and digesting written texts.
At the same time, we note that the fragmentary approaches and short attention spans connected with reading on digital media can lead to changes in how our brains work.

Artificial intelligence has begun to impact the writing and illustrating of books. Operating largely independently, AI by now already supporting the writing of both fiction and non-fiction. This article examines the impending change in the literary fiction sector and the significant attendant change in the roles and institutions involved. I outline recent developments, illustrating these with examples of current technical possibilities, and consider an emerging world in which even creative processes are taken over by machines.

What impact can the use of AI have on literary translation work? This article begins by outlining the chal-lenges of translating between natural languages and exploring the potential to be found in advances in AI. It goes on to discuss the functionality of AI writing tools and explores whether machine translation systems could influence and change traditional approaches to translation, and if so, how.
The author was one of a team who initiated a project showing that AI cannot entirely replace the human literary translator and that there are limits to its use as an aid.
Generally speaking, if standards are to be upheld in text quality and comprehensibility, machine translation saves neither time nor money. It is less the current state of AI than a speculative attitude towards this technology that is currently behind the push for its widespread adoption.

This article discusses how far interacting with the artificial intelligence tool «ChatGPT» can equip learners with a constructive approach to literature. In theoretical terms, we can assume that artificial intelligence can work together to connect instructional exchange shaped by expert input and highly individualised and student-centred oral forms. Partial findings from a qualitative reception study in which upper-secondary students interacted with a chatbot on the subject of Franz Kafka’s «Before the Law» can offer some initial empirical conclusions.

The article which follows explores the influence of generative AI tools on writing processes and the teaching of writing. I discuss the various functions of writing, emphasising how important it is to implement AI tools in a meaningful and deliberate way in defined phases of the writing process. It transpires that an AI application can assume the twin role of assistant and writing partner, as long as its use is monitored and evaluated from the perspective of the teaching of writing.
The article concludes by offering five learning objectives designed to help writers make effective and responsible use of AI tools: (1) being aware of the opportunities and limitations of AI tools, (2) using AI to structure and consolidate writing processes, (3) reworking texts, (4) designing writing prompts and (5) metacognition and ethics.
These objectives highlight how important it is for us to both critically engage with technology and to examine the value of human-produced writing in the context of the implementation of AI.

The digital revolution was just the beginning of the revolution of artificial intelligence (AI), which is cur-rently encroaching upon all areas of our lives.
In schools and universities, however, there is a great need for teaching which suitably prepares learn-ers for the new competencies the AI era demands. This article introduces research literature on a new form of literacy, that of ‘AI-literacy’, which has so far focused on the conceptualisation and discussion of relevant topic-based curricula and on evaluating first attempts at course design. In this article I therefore draw on the extensive topic lists around AI literacy proposed by Long & Magerko (2020) and others. These catalogues are contrasted with the more abstract and thus considerably more flexible categories of digital literacy (per se) as complex social practices according to Knopf et al. (2020).
I suggest corresponding AI competencies which can themselves be grouped into 5 dimensions in alignment with Knopf et al.
Drawing on my foundational research in (psycho-)linguistics, I identify the need for one further, espe-cially important requirement in the shape of an additional AI competency not yet separately discussed in the literature. This is ‘linguistic user awareness’ (or, to use the German designation, ‘Linguistische User:innen-Bewusstheit’), which I characterise as a new form of language awareness and reflexive AI competency. My article concludes with broad suggestions as to how ‘linguistic user awareness can be practised in the classroom.

* This is the Italian translation of the article «Literalität oder Digitalität? Sowohl als auch! ...» by Torsten Steinhoff

In questo articolo vorrei presentare alcune riflessioni su una didattica postdigitale della lingua di scolarizzazione sullo sfondo del dibattito in corso sull'orientamento della didattica del tedesco alla literacy o alla digitalità, utilizzando l'esempio della lettura e della scrittura con particolare riguardo all'intelligenza artificiale. A questo scopo, spiegherò innanzitutto che i paradigmi della literacy e della digitalità sono attualmente contrapposti nella didattica della lettura e della scrittura e che in entrambi prevale una problematica visione antropocentrica-strumentale del computer. Di seguito, delineerò una prospettiva alternativa con riferimento al concetto di postdigitalità e alla teoria sociologica della pratica, da cui emerge l'interconnessione tra literacy e digitalità e la co-attività di uomo e computer. Propongo infine un obiettivo di competenza generale, la sovranità comunicativa postdigitale, formulando una serie di domande teoriche, metodologiche ed empiriche.

In this article I share my thoughts on a post-digital German teaching methodology, taking as my point of departure the skills of reading and writing, and with a particular focus on artificial intelligence. My thoughts are contextualised within the current discourse on whether to align German teaching methodology with literacy or digitality.
I begin by suggesting that the paradigms of literacy and digitality are currently in opposition in reading and writing methodology, and that both paradigms presuppose an anthropocentric-instrumentalist view of the computer. I follow this by outlining an alternative stance which draws on the concept of post-digitality and on the sociologically-informed method of Grounded Theory. This perspective sheds light on the interconnectedness of literacy and digitality and the coactivity of man and computer. I conclude by proposing a general competency objective, that of post-digital communicative confidence, and by offering a series of theoretical, methodological and empirical follow-up questions.