Ämnesintegrerad introduktion till akademisk litteracitet och Chat GPT – Reflektioner från pågående utvecklingsarbete på en tolkutbildning
DOI:
https://doi.org/10.5324/ntot.v2i1.6671Keywords:
academic literacy, AI literacy, content and language integrated learning, CLIL, scaffolding, public service interpretingAbstract
When students enter higher education, they are expected to learn how to articulate their disciplinary knowledge and communicate effectively within the academic discourse community. This includes developing the ability to use AI tools in an ethical, critical, and reflective way to support their academic learning. This article presents a discipline-integrated teaching module in an introductory course in which the development of academic literacies and AI literacy is addressed as an integrated whole. The module forms part of a pedagogical development initiative within the course Public Sector Interpreting 1 (30 ECTS) at Stockholm University. Drawing on sociocultural theory, the article describes how the module was designed and implemented across several course components through coordinated scaffolding at the organizational, group, and individual levels. Particular attention is paid to progression, expectations, and adaptation to a heterogeneous student group in which the majority of students study in a language other than their first language. The aim of the article is to present a concrete example of how students can be introduced to academic literacies and to the AI tool Chat GPT within a disciplinary context. It also seeks to invite collegial discussion on the implementation of this approach in higher education
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