The emergence of generative artificial intelligence is substantially transforming writing. Technologies like ChatGPT enable virtually anyone to create coherent written or multimodal texts at remarkable speed by using even simple prompts. This shift reshapes traditional notions on authorship and originality, presents opportunities for accessibility and efficiency and is raising ethical concerns as well as concerns about a potential decline in human writing skills. Therefore, it poses significant challenges for writing pedagogy and writing research.

We assume that AI can take on at least three roles in writing: it can co-act as a “ghostwriter”, taking over the writing; as a “writing tutor”, supporting the human writer; or as a “writing partner”, collaborating with the human in the creation of texts (Steinhoff, in press). Furthermore, it is our understanding, that writing with AI not only involves the production of texts („Chat-to-Generate“/„Chat-to-Create“), but also includes co-writing with AI through chatting as an activity in its own right („Chat-to-Chat“) (Steinhoff & Lehnen, in press).

• Should writing remain a central learning objective in schools and universities? How does answering this question relate to educational institutions and their curricula, text genres, writing functions, writing practices, and demographic factors?
• Which practices of writing with AI are didactically relevant? How significant are prompting and multimodality, and should the focus lie more on practices of text production or on co-acting with AI through chatting?
• How can models of literacies be reimagined? Which traditional literacies are no longer required or are evolving, and which new literacies must be integrated into existing or new models?
• How can competencies for writing with AI be developed? Should they be built through analog or digital means to enable learners to co-act effectively with AI, and how does this developmental process relate to writing without AI?
• How can teachers leverage AI in writing instruction? What opportunities arise for the adaptive support of students in their individual and collaborative planning, drafting, and revising processes, as well as for text evaluation?
• To what extent can writing research rely on traditional theories, methodologies, and methods to explore these and similar questions? Conversely, to what extent are new approaches needed, such as method triangulation?

Please send a 500-word abstract that describes the type of submission you are planning. Abstracts will be reviewed by the special issue editors. Authors of accepted abstracts will be invited to submit full papers for peer review. Full papers have a length of 40,000 characters (excluding spaces). Please send your abstract via email to the guest editors (see below). 

Timeline

Abstract submission: March 31, 2025

Authors notified: April 30, 2025

Full Paper submission: September 30, 2025 

All full paper submissions will undergo a double-blind peer-review process, ensuring anonymity for both authors and reviewers to maintain an unbiased evaluation.

Link and Copyright

Information about the journal: https://didaktik-deutsch.de/index.php/dideu/index

All contributions are published under the Creative Commons License CC BY-NC-ND 4.0.

Contact

katrin.lehnen@germanistik.uni-giessen.de

steinhoff@germanistik-uni-siegen.de

Guest Editors

Prof. Dr. Katrin Lehnen, Justus-Liebig-Universität Gießen, Germany

Prof. Dr. Torsten Steinhoff, Universität Siegen, Germany

References

Steinhoff, T. & Lehnen, K. (in press). Schreiben mit Künstlicher Intelligenz: Das GPT-Modell (Ghost, Partner, Tutor). In: Leseräume.

Preprint: https://doi.org//10.13140/RG.2.2.23519.37286 

Steinhoff (in press). Künstliche Intelligenz als Ghostwriter, Writing Tutor und Writing Partner. Zur Modellierung und Förderung von Schreibkompetenzen im Zeichen der Automatisierung und Hybridisierung der Kommunikation am Beispiel des Schreibens mit ChatGPT in einer 8. Klasse. In C. Albrecht, J. Brüggemann, T. Kretschmann & C. Meier (Eds.), Personale und funktionale Bildung im Deutschunterricht. Theoretische, empirische und praxisbezogene Perspektiven. Stuttgart. 

      Preprint: https://www.doi.org/10.13140/RG.2.2.30477.92644/1 

Contact Email

katrin.lehnen@germanistik.uni-giessen.de

Attachments

cfpspecil-issue-writing-ai-literacies-practices-pedagogies.pdf