With the advent of Generative Artificial Intelligence (Gen AI) and Large Language Models (LLMs), there is both an encroachment and an enhancement in the field of writing, language, and literature. Currently, with the influx of LLMs, the issues of grammar, parts of speech, diction, sentence structure, and organization have gradually become less relevant. One of the major concerns in such a scenario in the higher education context is the erosion of students’ voices and perspectives in their writing. In such an exigency, this panel will engage the audience with some innovative pedagogical tools in the age of Gen AI. The panel will present diverse pedagogical perspectives, including a review of existing conversations and future directions, pedagogical innovations in writing classrooms, teacher education praxis, and social justice perspectives. Thus, all perspectives have 'family resemblances' since they dive into pedagogical innovations in the age of Gen AI.

This panel will engage and advance some ongoing conversations evident in Justice Interruptus: Critical Reflections on the Post-socialist Condition (1997) by Nancy Frazer, Multimodal Composition: Resources for Teachers (2007) by Cynthia L. Selfe, Algorithms of Oppression: How Search Engines Reinforce Racism (2018) by Safiya Umoja Noble, Cyber-Risk and Youth: Digital Citizenship, Privacy, and Surveillance (2019) by Michael Adorjan and Rosemary Ricciardelli, Digital Literacies and Interactive Media: A Framework for Multimodal Analysis (2023) by Brent Anders, Earl Aguilera, The AI Literacy Imperative: Empowering Instructors & Students (2023) by MLA-CCCC Joint Task Force on Writing and AI Working Paper: Overview of the Issues, Statement of Principles, and Recommendations (2023), Large Language Models: A Deep Dive: Bridging Theory and Practice (2024) by Uday Kamath and colleagues. Teaching with AI: A Practical Guide to a New Era of Human Learning (2024) by José Antonio Bowen and C. Edward Watson, Generative AI for Dummies (2025) by Pam Baker, and many others.

The panel features four presenters, each presenting for 12 minutes, with the remainder of the time strictly reserved for audience interaction, questions and answers.

First, Purna Chandra Bhusal will introduce the panel and its members.

Then, Saroj GC will review the theory and existing conversations on the impact of recent technological developments and sophisticated tools of artificial intelligence (AI), such as ChatGPT, Copilot, GenAI, and other AI tools. He will discuss current and future directions in integrating AI through a critical literacy approach, with the goal of empowering students to find their voice and authenticity in their knowledge, as well as to develop their unique composition style. Thus, GC will engage the audience with existing research, growing pedagogical dilemma, and probable solutions for digital multimodal approaches in the age of Gen AI.

Then, Ian Carrol will lead the session. Drawing on the work with teacher-education faculty at two of the largest public schools of education in California, Carrol will share tested innovative multimodal pedagogies, frameworks, and new curricula for teacher education, designed to prepare the next generation of teachers for AI use in their classrooms. An analysis of trends regarding dispositions toward AI and AI uptake by discipline, teaching background, and other demographics will also be presented. That is, Carroll, stepping on the challenges and opportunities discussed by Speaker 1, will focus on modalities of AI-informed teacher education.

Next, Rjendra Panthee will build on the second speaker's discussion to briefly explore how writing instructors face a critical challenge: integrating LLMs in ways that enhance—rather than undermine—students’ critical thinking, creativity, and ethical awareness. Then, he will share his innovative practices from a semester-long AI-informed writing course at Syracuse University, thereby offering practical strategies for educators to harness AI’s potential while fostering student agency, intellectual growth, and metacognitive reflection that serves as evidence of their learning and critical thinking.

Then, Sanjeev Niraula will propose digital multimodal composition (DMC) as an innovative tool to address the challenges and further amplify pedagogical innovations. He will draw on the concept of the social semiotic approach from a social justice perspective. Advocating for DMC pedagogy to foster social justice in writing classrooms, he will advocate for integrating DMC into composition pedagogy as a route to social justice, enabling students to articulate their diverse linguistic, cultural, and lived experiences by encouraging them to challenge powerful societal narratives and envision alternative futures.

Finally, the presider will open the floor for a question-and-answer session. The audience will be requested to pose questions, comments, concerns, and criticisms. They will also be asked to share whether their pedagogical innovations address some of the issues discussed. The audience will pose queries to all four speakers in the order of their presentation.