PUBLICATIONS

Here are some of the things we have published on generative AI, literacy, and pedagogy.

Sarah Seeley

Seeley, S., and Cournoyea, M. (2025). “I’m not worried about robots taking over the world. I guess I’m worried about people”: Emoting, Teaching, and Learning with Generative AI. Teaching & Learning Inquiry 13 (September): 1-19. https://doi.org/10.20343/teachlearninqu.13.43

Enaya, T., and Seeley, S. (2025). Ctrl+AI+Learn: Contextualizing Generative AI Policies for Incoming University Students. Discourse and Writing/Rédactologie 35: 27-34. https://doi.org/10.31468/dwr.1119

Cournoyea, M., and Seeley, S. (2026). On Bot-Proofing. Forthcoming in Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2026.2656286

Erin Vearncombe

Eaton, C., Harris, K., & Vearncombe, E. (2025). Student evaluative judgements when writing with artificial intelligence: The disconnect between structural and conceptual knowledge. Journal of Academic Writing, 15(2), 1-12. https://publications.coventry.ac.uk/index.php/joaw/article/view/1346

Vearncombe, E.K., & Violini, C. (2025). Co-editors, special issue of Discourse and Writing/Rédactologie: The Present and Future(s) of Writing in the Age of Artificial Intelligence/Le Présent et le(s) Futur(s) de la Rédaction à l’ère de l’Intelligence Artificielle. (DW/R volume 35).

Vearncombe, E.K. (forthcoming). Writing is a relational knowledge-making activity. In C. Eaton (Ed.), Multimodal knowledge making for a digital world: Pedagogical design, accessibility, and generative AI. University of Toronto Press.

Christopher Eaton

Eaton, C. (2026). AI-generated reading summaries are enough: AI tools can rhetorically support but not replace reading. In C. Basgier, A. Mills, M. Olejnik, M. Rodak, & S. Sharma (Eds.), Bad ideas about AI and writing: Toward generative practices for teaching, learning, and communication (pp. 65-70). WAC Clearinghouse. https://doi.org/10.37514/PER-B.2026.2777.2.08

Farhan, A., & Eaton, C. (2026). Learners do not trust genAI, but they find it useful anyway: Pedagogical implications of the enduring allure of genAI for learning. Current Issues in Education, 27(2). https://doi.org/10.14507/cie.vol27iss2.2395

Eaton, C., Belmonte, I., Enaya, T., Flood, S., Khalil, Z., Makwanda, A., Shah, M.M.A., Toma, A., Wang, T., Yu, C. (2025). Where we’re at, what we must know, and where we can go: A systematic review of research about writing and artificial intelligence. Discourse and Writing, 35, 89-113. https://doi.org/10.31468/dwr.1167

Liu, S., Simion, B., Eaton, C., & Liut, M. (2025). A comparative study of technical writing feedback quality: Evaluating LLMs, SLMs, and humans in computer science topics. Arxiv [Preprint]. https://arxiv.org/pdf/2601.11541

Enaya, T., & Eaton, C. (2025). Probing biases with generative AI. In A. Vee, T. Laquintano, & C. Schnitzler (Eds.), TextGenEd: Teaching with generative technologies continuing experiments. https://wac.colostate.edu/repository/collections/continuing-experiments/august-2025/rhetorical-engagements/probing-biases-with-generative-ai/

Eaton, C. (2024). The AI reading conundrum and its implications for pedagogy. Double Helix: A Journal of Writing and Critical Thinking, 12, 1-19. https://wac.colostate.edu/docs/double-helix/v12/eaton.pdf

Eaton, C. (accepted). Epistemological processes and artificial intelligence: Building through the unknown. Journal of the Scholarship of Teaching and Learning.

Eaton, C. (accepted). Writers thinking with machines: Student metacognition when writing with AI tools. Across the Disciplines.

Eaton, C. (Ed.). (accepted). Multimodal knowledge making for a digital world. U of T Press.