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Artificial intelligence (AI) has become increasingly important and influential in reading and writing. The influx of social media digital spaces, like TikTok, has also shifted the ways multimodal composition takes place alongside AI. This study aims to argue that within spaces like TikTok, human composers must attend to the ways they write for, with and against the AI-powered algorithm.

Data collection was drawn from a larger study on #BookTok (the TikTok subcommunity for readers) that included semi-structured interviews including watching and reflecting on a TikTok they created. The authors grounded this study in critical posthumanist literacies to analyze and open code five #BookTok content creators’ interview transcripts. Using axial coding, authors collaboratively determined three overarching and entangled themes: writing for, with and against.

Findings highlight the nuanced ways #BookTokers consider the AI algorithm in their compositional choices, namely, in the ways how they want to disseminate their videos to a larger audience or more niche-focused community. Throughout the interviews, participants revealed how the AI algorithm was situated differently as both audience member, co-author and censor.

This study is grounded in critical posthumanist literacies and explores composition as a joint accomplishment between humans and machines. The authors argued that it is necessary to expand our human-centered notions of what it means to write for an audience, to co-author and to resist censorship or gatekeeping.

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries.

DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries.

A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile.

Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.

The purpose of this study is to examine approaches used by university libraries to enhance the visibility and utilization of research support services (RSSs) among doctoral students and to assess the competencies of library staff in delivering research support services.

This study used qualitative design approach, purposively sampled 40 librarians (8 university librarians and 32 librarians) in charge of RSSs and use of structured interview.

The findings of this study revealed three major themes: offline and online strategies, the need for upskilling and professional development programs and proactive empowerment.

This study focused on research support services in chartered public universities in Kenya; private universities were not included.

The need to enhance library staff's ongoing professional development programs, increasing funding to university libraries and proactivity by the libraries to improve the provision and promotion of RSSs to doctoral students in Kenya.

There are limited existing literature in the Kenyan context. This study will fill a knowledge gap and contribute to the literature on academic libraries support and doctoral students experience in Kenyan context.

The purpose of this study is to get an understanding regarding the clusters of middle management employees on the basis of their knowledge sharing behaviour. Designing knowledge sharing behaviors with a distinct focus for a specified group of employees can be an effective and productive one. As it is often argued that the cluster of employees labeled as “middle management” is the key player for knowledge sharing behaviors – a subject of this study that intends to contribute to management strategy to enhance organizational effectiveness and subsequently to its knowledge sharing phenomona.

Cluster analysis was adopted as key tool as a part of quantitative method to accumulate the data from 597 employees who are working within the middle management of service sector located in the union territory of India named Jammu and Kashmir.

Three distinct segments namely – “knowledge sharing adepts (KSA),” “knowledge sharing scrupulous (KSC)” and “knowledge sharing servitudes (KSE)” as the prime domains of knowledge sharing behavior are identified.

To draw a narrow focus, the study was limited to the service sector of a union territory in India, hence the findings may not be generalized. Furthermore, as knowledge sharing behavior of individuals is always evolved out of social and historical practices, findings of this cross-sectional study should ideally be needed to be updated time to time through further research.

Cluster dynamicism of knowledge sharing behavior based on the differentiated and specified group of employee functions distinctly which in turn increases the organizational productivity with a particular focus on the mid-management of the service sector – a key managerial implication of this study.

To the best of the authors’ knowledge, this research paper is the first of its kind in Jammu and Kashmir adding value to the international literature in the area of knowledge sharing behaviors of service sector.

With the rapid advancement of generative artificial intelligence (AI), it is important to consider how young people are making sense of these tools in their everyday lives. Drawing on critical postdigital approaches to learning and literacy, this study aims to center the experiences and perspectives of young people who encounter and experiment with generative AI in their daily writing practices.

This critical case study of one digital platform – Character.ai – brings together an adolescent and adult authorship team to inquire about the intertwining of young people’s playful and critical perspectives when writing on/with digital platforms. Drawing on critical walkthrough methodology (Light et al., 2018), the authors engage digital methods to study how the creative and “fun” uses of AI in youths’ writing lives are situated in broader platform ecologies.

The findings suggest experimentation and pleasure are key aspects of young people’s engagement with generative AI. The authors demonstrate how one platform works to capitalize on these dimensions, even as youth users engage critically and artfully with the platform and develop their digital writing practices.

This study highlights how playful experimentation with generative AI can engage young people both in pleasurable digital writing and in exploration and contemplation of platforms dynamics and structures that shape their and others’ literate activities. Educators can consider young people’s creative uses of these evolving technologies as potential opportunities to develop a critical awareness of how commercial platforms seek to benefit from their users.

This study contributes to the development of a critical and humanist research agenda around generative AI by centering the experiences, perspectives and practices of young people who are underrepresented in the burgeoning research devoted to AI and literacies.

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.

Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.

Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.

This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

The purpose of this paper is to share findings from empirically driven conceptual research into the implications for English teachers of understanding generative AI as a “tool” for writing.

The paper reports early findings from an Australian National Survey of English teachers and interrogates the notion of the AI writer as “tool” through intersectional feminist discursive-material analysis of the metaphorical entailments of the term.

Through this work, the authors have developed the concept of “coloniser tool-thinking” and juxtaposed it with First Nations and feminist understandings of “tools” and “objects” to demonstrate risks to the pursuit of social and planetary justice through understanding generative AI as a tool for English teachers and students.

Bringing together white and First Nations English researchers in dialogue, the paper contributes a unique perspective to challenge widespread and common-sense use of “tool” for generative AI services.