¿El lector en crisis?: Literacidad crítica en contextos educativos mediados por inteligencia artificial

Abstract

The emergence of generative artificial intelligence in higher education has transformed practices of reading, writing, and knowledge production, reshaping processes of digital literacy and the subjectivation of the reader. This study aims to understand, from a hermeneutic-critical perspective, how these algorithmic mediations will reconfigure students’ reading experience and interpretive agency. Adopting a qualitative and interpretive approach, the research will employ in-depth interviews and focus groups, complemented by the analysis of written productions, enabling data triangulation. The analysis will be conducted through thematic coding and hermeneutic interpretation. Findings are expected to reveal tensions between automation and critical autonomy, suggesting that artificial intelligence will not only alter access to information but also transform ways of being a reader within the university context. The study will conclude that digital literacy will require an ethical and critical formation in response to algorithmic mediation.