Multimodal Literacy Autobiography with AI Reflection

In this assignment, students created a multimodal artifact that reflected on their literacy journey and the experiences that shaped their understanding of literacy. They could choose any format, such as a website, video, graphic novel, or other creative medium, and were encouraged to use generative AI tools to support their work. Students also wrote a short reflection explaining if and how they used AI during the creative process.

Authors:

School of Education

Glynda Hull, Distinguished Professor
Catherine Park, Postdoctoral Scholar
José Lizarraga, Visiting Senior Researcher

Course Number & Title: Education 140: The Art of Making Meaning: Educational Perspectives on Literacy and Learning in a Global World

This work is licensed under CC BY-NC-SA 4.0

Details
Assignment Title	Multimodal Literacy Autobiography with AI Reflection
Delivery Format	In-person & Online Synchronous Instruction
Learning Objectives	Demonstrate authorial intent and critical thinking about usage of AI in creating multimedia Use new digital tools in creating multimedia texts that demonstrate critical understandings of course content, as well as learn how these tools shape the meaning of texts. Understand the relationships between literacy practices and meaning-making and democratic participation and civic engagement through analysis of key texts, video lectures, and examples found online.
Brief Summary of Assignment	This Multimodal Literacy Autobiography assignment invites students to examine the literacy practices that have developed their thinking, speaking, and worldly understanding of what it means to be “literate.” Specifically, they consider what dominant ideas about language, intelligence or “proper” literacy they were taught, while reflecting on how they came to understand themselves and the world in their own terms. To do that, students create an artifact that they believe best communicates their literacy journey through a combination of modalities. For example, In the past, students have created websites, graphic novels, videos, cookbooks, and even a prototype for an app!
Guardrails Shared with Students	Students are encouraged to use Generative AI in their thought process if it is helpful. They are referred to tools such as Dall-E to draft images and are encouraged to mix-and-match GenAI-produced artifacts with their own writing. Students are reminded that UC Berkeley has a license with Google Gemini. They are also instructed to share when/how they have used GenAIin a reflective authorial intent statement, so that the 1) students can meta-cognitively reflect on how these tools help them learn and 2) instructional team can better understand how students are using different tools to compose the multimodal literacy autobiography.

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