Teaching at the Speed of Change A communication instructor's journey into AI literacy and ethical pedagogy

Abstract

In this essay, I trace my journey from trying to control student use of generative AI through rigid policies to embracing the deeper challenge of fostering critical AI literacy. Early attempts to manage AI use showed me the limits of rule-based approaches in a fast-changing landscape. To teach well, I had to become a student again. Through reading widely and learning from mentors, I reoriented my teaching to focus on durable knowledge: critical thinking, ethical reflection, and the ability to interrogate the systems behind the tools. I argue that AI literacy must go beyond technical skills to cultivate lasting habits of mind that help students navigate an uncertain future. Teaching, I’ve learned, isn’t about providing answers. It’s about inviting students (and myself) into the ongoing, difficult work of asking better questions.