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Abstract

As artificial intelligence reshapes literacy education, teachers face the challenge of preparing students to engage critically with new technologies while honoring the cultural and community knowledge they bring to the classroom. This article proposes a critical, place-based pedagogical framework rooted in rural Appalachian literacy traditions as a means of guiding students toward reflective engagement with AI — particularly large language models (LLMs). Drawing on the theoretical foundations of Freire's critical pedagogy, Giroux's cultural literacy framework, and place-based education, we examine historical Appalachian literacy practices as models for resisting the standardizing and dehumanizing tendencies of AI-generated writing. We then outline a practical classroom unit centered on letter writing that asks students to compare human-composed writing with AI-generated text, evaluate issues of voice, authenticity, and academic integrity, and consider how AI may threaten or misrepresent rural Appalachian identity and culture. In connecting old literacy practices with new technological challenges, we argue that place-based pedagogy offers both a critical lens and a community-centered foundation for equitable AI literacy instruction in rural classrooms.

Author Biography

Amanda Biviano is an Assistant Professor in Radford University’s School of Writing, Language, and Literature. Before joining RU in 2024, Amanda taught secondary English Language Arts for over 20 years. Her research involves fostering a positive, sociocultural approach to teaching literature that deals with disability, as well as integrating real-world, place-based opportunities that allow students to engage with literacy in their communities. Her recent interest in AI in the classroom centers around preparing pre-service teachers and students for their future careers, as well as creating authentic, personalized writing experiences.

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