Multiliteracies Since Social Media and Artificial Intelligence

Artificial intelligence has become a defining technology for the last decade and possibly the next few. Every day, new and new applications are created based on large language models (LLM), a little hastily called artificial intelligence (AI). This reveals new and new opportunities for their use in various spheres of public life. Public administration, despite its inherent conservatism, is also one such area where AI can be used to enhance its administrative capacity and citizens’ satisfaction with administrative services. The aim of this article is to address the possibilities of using AI in public sector organizations and to reveal the limitations that hinder it. In this sense, the object of the research is the Bulgarian state institutions, and the subject - the application of AI in their work. A study was conducted that shows that the employees in the Bulgarian state administration still do not know the possibilities of AI and how to use it in their work. Abstention is due to both ignorance and lack of regulation about what apps can be used where, as well as fear of possible risks. The report presents the possibilities of using some AI-based applications in the implementation of basic work processes in administrations and justifies the need to introduce strict regulations for this. The author’s hypothesis will defend the claim that the Bulgarian administration does not know well the possibilities of digital transformation and AI, through which their work and efficiency can be improved.

The purpose of the narrative review is to provide a descriptive analysis of the emerging capabilities of artificial intelligence (AI) to improve the diagnosis, prevention and treatment of various diseases. The article discusses which modern AI tools can be used in clinical practice, healthcare organization and medical education. The paper considers various aspects of medical AI systems, which are mainly computer support systems for medical decision-making in the process of clinical work. Much attention is paid to the possibilities of generative AI in medicine. Potential applications of AI in clinical practice have been investigated, highlighting promising prospects for both practitioners and their patients. The limitations associated with the use of AI in various fields of medicine are described, and possible ways of solving them are suggested. The problems of information security and ethical constraints associated with the introduction of AI are outlined. The broad integration of AI into public health will enhance clinical and management decision support, speed up disease diagnosis, and improve the overall quality and accessibility of healthcare services.

In this essay, Brady L. Nash and Allison Skerrett reexamine the New London Group's theory of multiliteracies thirty years after its initial conception, considering how changes in technology, culture, and politics have impacted the ability of young people to act as designers of social futures. Multiliteracies theory led to an explosion of scholarship examining how students use multiple literacies to design and communicate meanings within an interconnected world. Today, artificial intelligence and complex algorithms govern digital communication, people communicate and move across a global expanse at an unparalleled clip, and right-wing authoritarian movements, often aligned with wealthy financiers that control communications technologies exploit racial constructs to accrue power. By looking at the ways algorithms and digital platforms govern information and communication, the role of affect and emotion in communication and meaning making, the complex literacies of transnational youth, and the racialized power relationships inherent in linguistic communication, this essay explores how the concept of design, central to the multiliteracies framework, is inherently related to assumptions about rationality and agency in a world in which digital technologies, human emotions, national boundaries, and racial dynamics influence and constrain the ability of humans to act as designers of social futures.

Policy and the Inevitability of Sharing: GINA and Social Media

<p>The beginnings of artificial intelligence are linked to 1956 and the Dartmouth conference organized by Stanford University. From those beginnings until the end of the 20th century, its development was relatively slow due to hardware and software limitations. However, the 21st century brings a turning point in every sense. ln the 21st century, there was also a division into specialized artificial intelligence, which was primarily developed in the 20th century, and general artificial intelligence, on which the focus of development has been placed in recent decades. The positive economic effects of the adoption of artificial intelligence, according to the conducted research, are unequivocal. The effects on individuals and humanity are significantly more open to discussion. Almost half of the respondents in the conducted research are not in favor of accepting artificial intelligence for private purposes, and the other half is almost equally divided between those who do not have an opinion on this issue and those who are not against its acceptance. About 70% of respondents believe that artificial intelligence can become a threat to humanity and the mental health of individuals. At the same time, the majority of respondents do not see challenges in their employment. As a solution, the respondents see a clear and strict regulation of the development and possibilities of artificial intelligence itself. Institutions of the society we live in and companies that develop artificial intelligence are seen as responsible for this regulation. A real step in this direction was taken by the European Union with the adoption of the Act on Artificial Intelligence in March 2024. What is expected is that this example of the EU will be followed by other countries, which would ensure the correct development and use of artificial intelligence for the general benefit of humanity, which it should serve. </p>

an artificial intelligence become a legal person? As of today, this question is only theoretical. No existing computer program currently possesses the sort of capacities that would justify serious judicial inquiry into the question of legal personhood. The question is nonetheless of some interest. Cognitive science begins with the assumption that the nature of human intelligence is computational, and therefore, that the human mind can, in principle, be modelled as a program that runs on a computer. Artificial intelligence (AI) research attempts to develop such models. But even as cognitive science has displaced behavioralism as the dominant paradigm for investigating the human mind, fundamental questions about the very possibility of artificial intelligence continue to be debated. This Essay explores those questions through a series of thought experiments that transform the theoretical question whether artificial intelligence is possible into legal questions such as, Could an artificial intelligence serve as a trustee? What is the relevance of these legal thought experiments for the debate over the possibility of artificial intelligence? A preliminary answer to this question has two parts. First, putting the AI debate in a concrete legal context acts as a pragmatic Occam's razor. By reexamining positions taken in cognitive science or the philosophy of artificial intelligence as legal arguments, we are forced to see them anew in a relentlessly pragmatic context. Philosophical claims that no program running on a digital computer could really be intelligent are put into a context that requires us to take a hard look at just what practical importance the missing reality could have for the way we speak and conduct our affairs. In other words, the legal context provides a way to ask for the cash value of the arguments. The hypothesis developed in this Essay is that only some of the claims made in the debate over the possibility of AI do make a pragmatic difference, and it is pragmatic differences that ought to be decisive. Second, and more controversially, we can view the legal system as a repository of knowledge-a formal accumulation of practical judgments. The law embodies core insights about the way the world works and how we evaluate it. Moreover, in common-law systems judges strive to decide particular cases in a way that best fits the legal landscape-the prior cases, the statutory law, and the constitution. Hence, transforming the abstract debate over the possibility of AI into an imagined hard case forces us to check our intuitions and arguments against the assumptions that underlie social decisions made in many other contexts. By using a thought experiment that explicitly focuses on wide coherence, we increase the chance that the positions we eventually adopt will be in reflective equilibrium with our views about related matters. In addition, the law embodies practical knowledge in a form that is subject to public examination and discussion. Legal materials are published and subject to widespread public scrutiny and discussion. Some of the insights gleaned in the law may clarify our approach to the artificial intelligence debate.

The increased presence of technology in school communities and children's lives poses a challenge to traditional teaching and learning tools. The present case study examines ways in which a classroom teacher, Marnie, conceptualised the use of a multiliteracies pedagogy (MLS) and a multimodal approach to elicit the lived experiences of her English as a Second Language students. Marnie's pedagogical approach was used to enhance her students' understanding of a novel with themes centred around life and death. The findings indicated that through her intentional implementation of pedagogical steps within the MLS framework, such as situated practice and overt instruction, the students were able to critically frame the content used in the creation of their digital photostory project and, as a result, have a transformative learning experience. This article has a two-fold approach: sharing of the digital storytelling project of students' experiences alongside a description of Marnie's instructional practice through the framework of multiliteracies. Presentation in this manner divulges an in-depth exploration of the pedagogical approach in which the literate lives of students can be shared through digital texts.

SYMBIOSIS OF MEDICAL TECHNOLOGIES AND ARTIFICIAL INTELLIGENCE: NEW OPPORTUNITIES IN ONCOLOGY

Editorial Comment:On the Possibilities of AI, Performance Studies, and Digital Cohabitation Sean Metzger Over the three years that I initially conceived and eventually edited this special issue, I have become convinced of the pressing need to think through the intersections of performance studies and artificial intelligence (AI). Many factors shape this belief, but they might be summarized in a relatively succinct formulation: Code is performative, and interfaces are theatrical; the elaborations of these claims reveal the shifting of both human and machine ontologies as the networks we inhabit proliferate. To a large extent, the constituent essays in this volume complicate and extend such ideas. The following editorial grounds these elaborations and provides one pathway for viewing their collective charge. Scholars of digital media have established the performativity of computer code.1 For example, Lisa Nakamura has pointed to the performative acts that occur as users create avatars in virtual environments.2 N. Katherine Hayles has explored performativity to account for how computational theory might shift the linguistic framework of this concept provided by J. L. Austin: Computational theory treats computer languages as if they were, in Austin's terms, performative utterances. Although material changes do take place when computers process code (magnetic polarities are changed on a disk), it is the act of attaching significance to these physical changes that constitutes computation as such. … Whereas in performative utterances saying is doing because the action performed is symbolic in nature and does not require physical action in the world, at the basic level of computation doing is saying because physical actions also have a symbolic dimension that corresponds directly to computation.3 From a related perspective, Wendy Chun refers to code as "an inhumanly perfect 'performative' uttered by no one. Unlike any other law or performative utterance, code almost always does what it says because it needs no human acknowledgment."4 Code within this context generally denotes steps or commands for a computer to execute. Coding pertains to, but is not limited to, AI, which relies on sophisticated algorithms. A high-performance algorithm generally refers to any complex formula that "optimally organizes the intake of input and the production of output."5 AI's processes of decision-making often remain unknown, a black box. The ways such algorithms [End Page xiii] increasingly structure our lives have become ever more vexing, leading to what Safiya Noble has called "algorithmic oppression" as "fundamental to the operating system of the web" in her writing on search engines.6 In Noble's research, the results of algorithmic search processes yielded disturbing presentations of bodies for consumption; put otherwise, the histrionic display of Black women on porn sites substituted one vision of femininity for the one that Noble sought (specifically, material that might be interesting to some of the youth in her family). Typing "black girls" in a search engine in 2010 produced unexpected iterations of ostensibly Black womanhood. This example demonstrates both the performative nature of the algorithm and also points to the theatricality of the interface. Broadly speaking, discussions about computers often use "screen" as shorthand for the specific structure called the graphic user interface (GUI). However, as Johanna Drucker has explained, such usage eschews the complexities of human–computer interaction (HCI) that involve keyboards and the like used for "remediating common tasks as formal instructions coded into a plan of menus or buttons."7 Automated interfaces involve aural, visual, and tactile sensory modalities.8 As technology advanced, "graphical icons … no longer just looked like objects; they could also mimic the behavior of the things they resembled."9 Many implications follow from this statement, but Drucker offers one illustration relevant to theatricality in particular: "The GUI is a mediating scrim, a boundary space in which we interact with an abstraction of computation … neither the file folders nor the other objects in the screen space are things; they are icons that represent behaviors and actions we want to perform … and they interpellate a user through disciplinary and scopic regimes."10 She further explains that the GUI effects a "constitutive exchange" that involves "cognitive adaptation and change" through which the interface facilitates "individual and collective subject formation."11 Drucker does not mention theatre studies or...

In this column, the author considers critiques of multiliteracies in light of the impact of the seminal article, A Pedagogy of Multiliteracies: Designing Social Futures. The author argues that the concept of multiliteracies has been reified and the original meaning of multi has been lost over the years. Particular attention is paid to Leander and Boldt's 2013 article that critiques the multiliteracies framework as being text‐centric and overly rational. Consideration of Leander and Boldt's argument indicates that the multiliteracies framework should be used judiciously when analyzing youth's interactions with texts. Additionally, the author suggest that it is time to reimagine multiliteracies if we are to move forward in supporting youth as they develop the skills to thrive in an information based, multiliterate world.

Actively engaged in online media, learners today are surrounded by texts overtly and covertly transmitted by visual images, sound effects, and voices as well as the written word. Language learning portfolios can engage students in the literacy‐oriented learning processes of interpretation, collaboration, and problem solving as outlined by Kern () to understand how meaning is created through a variety of different modes of communication. Based on the multiliteracies approach, this article demonstrates how photo projects can be incorporated in portfolios to assess learners' development as multimodal language users. To this end, the article first reviews the multiliteracies approach including Kern's () seven principles of literacies. It then proceeds to examine the advantages of using photo projects in foreign language classes, before it discusses assessment based on the multiliteracies framework as suggested by Paesani, Allen, and Dupuy (). A sample portfolio project featuring evaluation criteria and organizational procedures demonstrates how a pedagogy of multiliteracies can be used to assess the literacy and cultural understanding of intermediate learners of German. Finally, the article concludes with a summary of the benefits of portfolio assessment based on the multiliterarcies approach.

IntroductionWhy should we study marketing management processes in social network platforms?Today’s rapidly growing creative companies must adopt social network platforms. Indeed, the “twenty-first century’s wealth comes from platforms” Thus “those who possess platforms dominate the wealth of the future” (Hirano & Hagiu, 2010).After the Lehman Brothers-initiated financial crisis, companies began developing platform strategies as a cutting-edge management method for assuring consistent and stable growth. Platform strategies call for gathering relevant groups of people together in a network that then creates new business. (Hirano & Hagiu, 2010)In this study, we study a social network platform to show how marketing management processes can be applied to social network platforms.Literature ReviewSocial Network PlatformsIn recent years, social network platform sites such as Facebook, Twitter, and KakaoTalk have evolved to bring people together online. Social network services (SNS) are rapidly infiltrating daily lives and facilitating communications among people by means of computers (Correa et al., 2010; Powell, 2009). Users reside at the center of social platforms where they can socialize and express a wide range of behaviors.As a force for change, social platforms are influencing marketing strategies as well. Advertising has been traditionally one-way communication from company to customers through public media and portal sites. Recently, the paradigm has changed (Yeo, 2014): companies establish relationship with customers through social platforms that allow them to talk with customers directly, exchange opinions, and share ideas. As a result, large-scale corporations, mid-sized/small companies, and one-owner companies have turned their attention to social platforms (Jhun, 2013). Moreover, the revolutionary wave has affected such diverse areas as politics, economics, society, culture, and environmental causes.Researchers have responded to social platform developments with studies that deal with concept, construction, policy, development, spatial information, social platforms, and governmental roles (Choi et al., 2012), and that deal with social platform’s social influences and future directions (Lee & Jung, 2011).Researchers have studied functions and utilization of social platform using web services and policies to support collaborative research (Pignotti & Edwards, 2012), sharing shopping information (Der Ho et al., 2010), customer engagement (Cheung, Lee, & Jin, 2011), and senior social platforms (Farkas, 2010). Social platforms emerged so recently that academic studies have failed to keep up with the urgent need to study the phenomena realistically (Yeo, 2013).MethodIn this study, we analyze phase 1 secretary platform by Cybermoon Co., Ltd., which has four main functions:Product name: On-Secretary PlatformCore Services● Phase 1. Assistant Service● Phase 2. Vision Maker Service● Phase 3. Collaboration and Sharing Service● Phase 4. Social Sales Service● Phase 5 Assistant Call Center ServiceObjectiveOn-Secretary Platform aims to yield optimized productivity by offering secretary functions to experts working for one person-companies, small-scale companies, or small traders.- Next generation SNS-based social secretary management service uses Twitter and Facebook.- Online and offline secretary management service grows with users and assists them with every aspect of their lives.- Service dispatches 90,000 online secretaries and 10,000 offline secretaries to assist clients.Target Market- General customers: individuals who want to establish businesses.- Businesspersons: presidents of one-person or small companies, and the self-employed- Experts: consultants, coaching specialists, lawyers, and professors- Public organizations such as job-search organizations, business creation support organizations, infrastructure-expansion organizations, education centers for the unemployed, social education centers, education for retired people, and lifelong learning centers.Customer Value Proposition- Survey and analysis on the services needed by single entrepreneurs.- Survey and analysis of services needed by potential entrepreneurs.- Survey and analysis of services needed by experts.- Survey and analysis of services needed by public organizations.Assets and competition- 20-years of developing IT business services and operational systems- Patents for core techniques and experts with development abilitiesFunctional strategies and programs- Secretary function: selection of AI (artificial intelligence)-type character and growth by consistent learning- Chatting function: task reporting via letters, voices, and holograms- Program: cloud-based social platform service- Service method: online service and offline call-center service.Marketing Mix(Richard & Colin, 1992)Figure 1. Managing Marketing Strategies and the Marketing Mix SWOT AnalysisFigure 2. SWOT AnalysisContribution of this research● Academic contributionsThis study could contribute to understanding diverse applications and developing theory regarding platforms to help to consolidate theoretical fundamentals regarding marketing management processes for using platforms. Finding various marketing methods and studying their relationship would contribute to future platform-based management strategy.● Practical contributionThis study could help companies, governments, society, and individuals efficiently utilize marketing management processes when using platforms for continuous growth and progress.

Artificial intelligence (AI) is an innovative tool with the potential to impact medical physicists' clinical practices, research, and the profession. The relevance of AI and its impact on the clinical practice and routine of professionals in medical physics were evaluated by medical physicists and researchers in this field. An online survey questionnaire was designed for distribution to professionals and students in medical physics around the world. In addition to demographics questions, we surveyed opinions on the role of AI in medical physicists' practices, the possibility of AI threatening/disrupting the medical physicists' practices and career, the need for medical physicists to acquire knowledge on AI, and the need for teaching AI in postgraduate medical physics programmes. The level of knowledge of medical physicists on AI was also consulted. A total of 1019 respondents from 94 countries participated. More than 85% of the respondents agreed that AI would play an essential role in medical physicists' practices. AI should be taught in the postgraduate medical physics programmes, and that more applications such as quality control(QC), treatment planning would be performed by AI. Half of the respondents thought AI would not threaten/disrupt the medical physicists' practices. AI knowledge was mainly acquired through self-taught and work-related activities. Nonetheless, many (40%) reported that they have no skill in AI. The general perception of medical physicists was that AI is here to stay, influencing our practices. Medical physicists should be prepared with education and training for this new reality.

The relevance of research is due to the fact that digital technologies are entering the lives of children who are in contact with tablets, phones, laptops. At the same time, artifi cial intelligence is becoming our reality and develops much faster than we as individuals can keep up with it. Adults are currently facing a real challenge in determining the limits and accessibility of digital devices for children, and in enforcing these limits. The general concern is about how to make these devices “assistants” in raising a child and prevent them from becoming “tools that distract attention”. The purpose of the study is to consider the possibilities of using artifi cial intelligence resources in preschool education. Research methods included online survey, conversation, comparison, analysis, observation. Sample consisted of  preschoolers,  teachers and  parents. Main results show that when analyzing an online survey of teachers, it turned out that the majority ( teachers, .%) did not know about the possibilities of using artifi cial intelligence in the educational process with preschoolers. Three quarters (% or  teachers) try to use digital technologies and are trained in their use in working with children but do it irregularly. .% of parents ( people) support the use of modern technologies within the preschool educational organization. .% of respondents ( parents) consider it expedient to use the possibilities of artifi cial intelligence in kindergarten. The results of a conversation with children made it possible to identify the preferences of preschoolers when creating images of fairy-tale heroes and characters of famous fairy tales using artifi cial intelligence. The results of comparing the preferences of the formed image and the already familiar fairy-tale character (Cheburashka) are presented. An analysis of fairy tales composed with the help of artifi cial intelligence is also offered. Conclusion. The infl uence of modern technologies, in particular artifi cial intelligence, on preschool education is expressed in the fact that artifi cial intelligence is suitable for the visual perception of fairy-tale characters by students while being completely unsuitable for their independent composition.

This chapter explores an application of the Multiliteracies pedagogical framework to the instance of a medically oriented tertiary level course. The course is a second year level course in Audiology, co-taught at the University of the Witwatersrand, running over a seven-week period. The chapter outlines in detail how the course was structured in terms of both content and pedagogy, using the Multiliteracies framework as an overarching approach. It was felt that this was a particularly useful framework for a course of this nature, as it focuses on contextual issues beyond the immediate objectives of professional training, as well as the critical framing of knowledge. In addition, we outline the particular assessment tasks which were designed to: enhance student flexibility in working with different forms, modes and genres in which information is received and expressed; to promote integration of academic knowledge and the clinical application thereof; and to encourage engagement in multimodal work, with an emphasis on information technology. The responses of both the lecturers and the students to this approach were carefully documented and are presented along with suggestions for other educators working at tertiary level in similar fields, since it is felt that the application of the Multiliteracies pedagogy is particularly useful in these contexts.