Abstracts, slides and panelists from the CIP Symposium 2025

Below you will find a short abstract for each presentation. 

Negotiating languages, power, and inequality: Critical digital literacies and generative AI in higher education 
Ron Darvin, Dept. of Language and Literacy Education, The University of British Columbia

As generative AI (GenAI) becomes increasingly embedded in the academic lives of multilingual students in higher education, we need to interrogate how this technology mediates identity, agency, and voice. Adopting a critical sociomaterial lens, this keynote draws attention to how human-AI interactions are circumscribed by power, ideology, and inequality. While GenAI can scaffold academic literacies and expand communicative repertoires, it can also marginalize low-resource languages, homogenize writing norms, and reinforce dominant ways of thinking. Drawing on research involving the GenAI practices of multilingual youth in Canada, I demonstrate how learner access to material, linguistic, semiotic, cultural and social resources shape the extent to which they are able to enact critical digital literacies that interrogate how such tools contribute to ideological reproduction. In multilingual and internationalized higher education where different dispositions towards GenAI are negotiated, this critical stance can contribute to reimagining inclusive and transformative models of academic and disciplinary literacies.

The notion of literacy: Extended conceptualization or new constructs
Slobodanka Dimova, CIP, University of Copenhagen

The concept of literacy has evolved far beyond its traditional association with reading and writing skills. Contemporary scholarship views literacy as a dynamic, multidimensional construct that encompasses digital, visual, media, and critical literacies, among others. This expanded understanding reflects the complex communicative practices required in modern societies and the influence of sociocultural, technological, and ideological factors on meaning-making. Rather than representing entirely new constructs, these emergent literacies can be seen as extensions of the foundational notion of literacy that has adapted to new modalities and purposes. This paper explores whether the proliferation of “new literacies” signifies a genuine paradigmatic shift or an ongoing extension of the literacy concept to accommodate evolving forms of knowledge and communication.

“My Own Writing Style": GAI and students' development of voice and writing identity
Tine Wirenfeldt Jensen & Helle Merete Nordentoft, Education Studies, Danish School of Education (DPU)

Drawing on an exploratory study of graduate students' reflections on engaging with chatbots when writing papers, this presentation discusses how students' construction of authorial voice and writing identity (Burgess & Ivanič, 2010) is affected by GenAI, and how this impacts conceptualizations of GenAI within academic literacies perspectives or as "AI literacy." GenAI can be viewed as a threat to student voices (Coetzer & Aardt, 2024). However, viewed through a dialogical tradition (Dysthe, 2012; Bakhtin, 1981), GenAI has potential to create new spaces for facilitating multivoicedness, thus supporting students' development of their own voice in the writing process. To explore these possibilities, GenAI cannot be understood as a skill that seamlessly fits existing academic literacies frameworks. It is crucial to accept GenAI as fundamentally unknowable, to address the changing role of "transparency" in academic discourse, and to develop ways to support students' interactions with a "black box" (Bearman & Ajjawi, 2023).

”Shit makes sense”: Generative AI and dialogicality in students’ academic literacy practices
Kasper Engholm Jelby & Sanne Larsen, CIP, University of Copenhagen

The rise of generative artificial intelligence is fundamentally changing academic literacy practices among university students. From a sociolinguistic perspective, this raises questions about how this technology becomes an integrated part of students’ socialization into a disciplinary discourse community. In this presentation, we begin to address some of these questions by presenting a preliminary analysis of a data example from one of the AI-UNI case studies, a linguistic ethnography of the use of generative AI among first-year university students in a health-science program. By drawing on a combination of sound, video and screen recordings from a single study session between a group of students, the analysis shows how generative AI becomes embedded in situated social practice as part of students’ dialogic co-construction of knowledge. Based on this analysis, we will offer some thoughts on what it means to be academically literate in the age of generative AI.

Generative artificial intelligence in higher education: University students’ practices and perceptions

Rafael Lomeu Gomes, CIP, University of Copenhagen

The increased availability of generative artificial intelligence (GenAI) in higher education has been transforming university students’ study practices. In this talk, I present how this transformation has been affecting students’ everyday lives. Drawing on data generated through fieldwork engagement at a Danish higher education institution over the past year, I draw attention to the different ways in which students have been using GenAI and to the interplay between their study practices and their stances. Particularly, I demonstrate that while some students perceive GenAI as useful and have developed different strategies to support their learning, others have concerns that range from maintaining one own’s voice while using GenAI to the environmental impact caused by the development and use of these technologies. Ultimately, understanding how these processes unfold from the perspective of students can shed new light on what it means to be a university student nowadays.

Becoming more literate about multilingual assessment literacy
Marella Therese Alejandro Tiongson, CIP, University of Copenhagen

Recent research regarding internationalized higher education has recognized that although English is commonly used as the medium of instruction, teachers and students are multilingual. Despite this, multilingual students’ disciplinary literacy and knowledge, which often develops in more than one language, tends to be assessed only in English. Although there have been calls to reconceptualize assessment practices to cater to the students’ multilingual needs, research on multilingual assessment practices in tertiary contexts remains sporadic and scattered. In this presentation, I share the results from a scoping review on multilingual assessment in higher education, which suggests that monolingual assessment practices are maintained because of a lack of relevant multilingual assessment instruments, theoretical models, as well as teacher training and resources. I argue that these findings point to a lack of understanding of how multilingual communication functions in terms of current frameworks for language assessment literacy. I thus propose further development to language assessment literacy models to reflect the need for an improved understanding of the role of multilingualism and content in the assessment process.

What do we talk about when we talk about multilingual communicative competence
Beatrice Zuaro, CIP, University of Copenhagen

Thanks to the proliferation of exchange opportunities and English-medium Instruction (EMI) programs, universities around the world are becoming intentionally more international. However, research continues to struggle to design theoretical models that account for the role of multilingualism in students’ development of disciplinary literacy in higher education. This talk argues for the need to conceptualize multilingual communicative competence in higher education to shed light on the often-overlooked multilingual nature of knowledge development. Thus, it proposes a model that theorizes the different dimensions of student engagement in international higher education and connects skills such as general language proficiency, academic literacy, and cultural competence.

The slides from the first three presentations are available below. We have not included slides from the remaining presentations, as they are related to ongoing research projects.

Ron Darvin, Dept. of Language and Literacy Education, The University of British Columbia:
Negotiating languages, power, and inequality: Critical digital literacies and generative AI in higher education

Slobodanka Dimova, CIP, University of Copenhagen: 
The notion of literacy: Extended conceptualization or new constructs

Tine Wirenfeldt Jensen & Helle Merete Nordentoft, Education Studies, Danish School of Education (DPU):
"My own writing style": GAI and students' development of voice and writing identity

Below is a short biography of each of the panelists, who will participate in the discussion but are not presenting.

Joyce Kling, Centre for Languages and Literature, Lund University

Joyce Kling, PhD, is an Associate Professor at the Department of English at the Centre for Languages and Literature at Lund University in Sweden. She is currently the co-coordinator of the English language teacher education program. Her research focuses on multilingual competence for the international classroom, English-medium instruction (EMI), language testing and assessment, and language teacher education. She has published several books and articles on EMI and the multilingual, multicultural classroom. including the co-authored monograph The Evolution of EMI Research in European Higher Education (Routledge, 2022) and the co-edited volume EMI classroom communication: A corpus-based approach (Routledge, 2024). She is currently a TIRF Trustee, and recently served as TESOL International Associate President (2022-23).

Jokin Ezenarro Garate, Dept. of Food Science, University of Copenhagen

Jokin Ezenarro Garate is an analytical chemist, postdoctoral researcher at the Department of Food Science at University of Copenhagen. His work focuses on developing and applying machine learning (chemometric) methods for food analysis. He has been part of several projects on innovation in teaching with the use of AI tools (2023-2026), and served as the coordinator of the Network for Methodological Innovations in Teaching with the use of AI, at Universitat Rovira i Virgili (Tarragona, Spain) during 2023-2024. As such, he was part of the organisation and scientific committees of the Erasmus+ Blended Intensive Programme (BIP) on AI and Teaching in Tarragona in 2025.

Lise Dissing Møller, Teacher Education, University College Copenhagen (KP)

Lise Dissing Møller holds an MA in Nordic Literature and Art History. She is employed as a lecturer, coordinator, and developer at University College Copenhagen and the Future Classroom Lab, where she teaches Danish and Technology Comprehension in the teacher education program, specifically within the technology-focused profile Future Classroom Teacher. Here, the focus is particularly on laboratory-based approaches, where art, language, literature, and technologies converge in creative processes. AI and machine learning often play a key role in these processes, serving as a foundation for discussions on linguistic ownership, multiliteracies, human-machine relations, and more specifically – critical AI literacy. She has contributed to books and research articles on the subject and is affiliated with the Knowledge Center for Digital Technology Understanding.

Jens Christian Borup Green Jensen, CIP, University of Copenhagen

Jens Christian Borup Green Jensen is currently doing a PhD as a part of CIP’s AI-UNI project, where he will be conducting a sociolinguistic case study on the generative AI practices of researchers at the humanities or social sciences. He is especially interested in the concept of agency, and how this emerges and become distributed when researchers engage with the technology. Drawing on new materialism and posthumanism he will engage with how concepts such as voices, literacy, and ideology materialise on the micro-interactional level, and how they affect action. He has previously worked with how generative AI is being integrated into higher education, and did his MA on the relationship between institutional polices on generative AI, and students use of generative AI with DTU as a case study.