Identity and investment in the age of generative AI
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Recognizing the distributed nature of agency in human–AI interactions, this article proposes a framework for examining the power dynamics that undergird the use of generative AI (GenAI) for language learning. Drawing on Darvin and Norton’s model of investment, it adopts a critical sociomaterial lens to cast a light on the entanglement of bodies, objects and discourse in these interactions, while highlighting how issues of positioning, access to resources, and ideological reproduction emerge from this perspective. Human agency both interacts with and is constrained or amplified by the functionalities of GenAI. To invest in agentive GenAI practices that enable meaningful learning and the achievement of their own intentions, learners must not only recognize the power of GenAI to steer interactions and promote specific ways of thinking, but also resist fully delegating the production of meaning and texts to technology. Cultivating critical digital literacies that recognize how power operates in human-AI interactions is integral to fostering reflexive, inclusive and equitable language learning and teaching in the age of GenAI.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it