Generative artificial intelligence (GenAI) presents opportunities and formidable challenges for teaching and learning in higher education.  While it may provide support for learning and new ways for faculty to tailor their courses to meet student needs, it will also demand that instructors update their assessment practices and expectations for how students learn.  

The technology, therefore, challenges you to: 

• Keep up with new platforms and capabilities, including not only the way GenAI can create text, but also its audio, video, and multimedia capabilities 

• Be aware that many students are already using GenAI, even if they are not aware of it—if they spell-check or grammar-check their written work, or accept “design recommendations” for presentation slides, they likely used GenAI! 

Fortunately, these kinds of challenges attended technology that preceded GenAI, including: 

• The searchable World Wide Web, which might incline people to ask, Why should I memorize information if I can Google it? 

• Wiki-media that crowd-source information, which might incline people to ask, Why should I do a search on a library system when I can visit Wikipedia? 

• Social media, which enables crowdsourcing and networking, also accustoms users to an endless stream of content. 

In adapting to GenAI, then, we can envision a path to courses that will be more RESILIENT! 

Skills that Students Need: Critical Technology Resilient Literacies (CTRL)   In adapting to GenAI, then, we can envision a path to courses that will be more resilient to new waves of technological innovation. We can begin to learn—and teach our students—Critical Technology Resilient Literacies. The CTRL framework, based loosely on existing multiliteracy frameworks (Gupta et al., 2024; Selber, 2004) and the insights of critical media literacy (Kellner & Share, 2005), has three levels that build up toward advance decision making: Functional Literacy, Evaluative Literacy, and, Ethical Literacy

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