Fostering AI literacy: A teaching practice reflection



This paper provides the reflections of an educator regarding the pedagogical use of generative artificial intelligence and the need for students to develop artificial intelligence literacy. It starts by providing an overview of generative artificial intelligence and the controversy that surrounds the technology in the contemporary higher education context. This is followed by an argument highlighting that the controversy in the field ignores the pedagogical applications of generative artificial intelligence. Finally, this paper demonstrates an example of how generative artificial intelligence has been used as part of a teaching strategy to help research students develop their artificial intelligence literacy. The paper argues that explicit modelling by educators can help students develop an understanding of generative artificial intelligence as a tool to improve their learning.

Author Biography

Lynette Pretorius, Faculty of Education, Monash University, Melbourne, Australia

Dr Lynette Pretorius is an award-winning educator and researcher in the fields of academic language, literacy, research skills, and research methodologies. She has experience teaching undergraduate, postgraduate, and graduate research students, including the supervision of PhD students. Lynette is the author of multiple journal articles and two academic books focused on the experiences of graduate research students in academia. She has qualifications in Medicine, Science, Education, as well as Counselling, and her research interests include doctoral education, academic identity, student wellbeing, reflection, and qualitative research methods. Lynette is also a Senior Fellow of the Higher Education Academy – an international honour awarded to educators who demonstrate a thorough understanding of, and strong commitment to, teaching and learning approaches which foster high quality student learning.




How to Cite

Pretorius, L. (2023). Fostering AI literacy: A teaching practice reflection. Journal of Academic Language and Learning, 17(1), T1-T8. Retrieved from



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