Collaborative text production between HI and GAI

an experience with Story.com

Abstract

In the digital age, access to various platforms and media has expanded the ways teaching and learning interactions extend beyond the traditional classroom. This shift is driven by multimodal language practices that transcend physical boundaries and establish multiple connections, including those between humans and machines. This article explores a collaborative text production experience involving Human Intelligence (HI) and Generative Artificial Intelligence (GAI) through the Story.com platform. The experience was conducted in a multiliteracy workshop with a mixed-grade class of 4th and 5th-year students at a public school in rural Mossoró, Brazil. Theoretically and methodologically grounded in sociocultural literacy studies (Kleiman, 2005; Oliveira, 2008; Tinoco, 2008), multiliteracies pedagogy (Kalantzis; Cope; Pinheiro, 2020) and Applied Linguistics (Scheifer; Rego, 2020), this qualitative study analyzes a data excerpt focusing on collaborative writing initially between two students, and subsequently between them and the Story.com platform. The findings indicate that collaboration writing between HI and GAI requires iterative prompt creation for story generation, the development of reading practices and critical analysis of the generated versions, and the ongoing refinement of the multimodal story. We conclude that the use of GAI can enable the development of multimodal artifacts, such as multimodal texts, thereby contributing to the expansion of text production in contemporary settings.