Published in Teaching English (For NATE members only) The English classroom is in danger of finding itself the dumping ground where any in vogue notion of ‘literacies’ is to be addressed. However, talk of AI literacies raises particular challenges for subject specialists, indeed also for those with media studies backgrounds, for whom AI extends far beyond the corpus covered in traditional training in (digital) media. What does it mean to be AI literate? As Steve Connolly (Chair of the MEA) and Mark Readman argue ‘literacies’ is a term used as a ‘shibboleth’, suggesting some kind of deficit in society which education is called upon to address. For example, ‘financial literature’, ‘computer literacy’, etc. It has become much detached from being literate in reading and writing. Although, in media studies, ideas about language and grammar have made their way into the study of non-print media such as film. Nevertheless, AI poses a particular problem for us: ‘the transparent opaqueness’ by which it operates. Simone Natale uses this term to emphasise that at the interface AI systems seem transparent because they are often based on a familiar chat-based structure: I ask a question, it answers. Nevertheless, the complexities of the programming behind [...]

Abstract Within Holocaust studies, there has been an increasingly uncritical acceptance that by engaging with social media, Holocaust memory has shifted from the ‘era of the witness’ to the ‘era of the user’ (Hogervorst 2020). This paper starts by problematising this proposition. This claim to a paradigmatic shift implies that (1) the user somehow replaces the witness as an authority of memory, which neglects the wealth of digital recordings of witnesses now circulating in digital spaces and (2) agency online is solely human-centric, a position that ignores the complex negotiations between corporations, individuals, and computational logics that shape our digital experiences. This article proposes instead that we take a posthumanist approach to understanding Holocaust memory on, and with, social media. Adapting Barad's (2007) work on entanglement to memory studies, we analyse two case studies on TikTok: the #WeRemember campaign and the docuseries How To: Never Forget to demonstrate: (1) the usefulness of reading Holocaust memory on social media through the lens of entanglement which offers a methodology that accounts for the complex network of human and non-human actants involved in the production of this phenomenon which are simultaneously being shaped by it. (2) That professional memory institutions and organisations are [...]