In an era where AI chatbots can summarize a text and produce a reasonably coherent cogent argument about the characters and theme (in the case of fiction) or about authorial perspective and evidence (in non-fiction), how might we -- as scholars and educators -- work to help our students grapple with and engage deeply with the process of reading? In this webinar, we will consider implications of digital tools that support meaningful reading practices (e.g., Hypothesis for annotation and interaction) as well tools that may bump up against our values about what good readers know and are able to do (e.g., ChatGPT to write a summary that is untraceable by plagiarism detectors). We will also consider ways in which our readers can document their reading, respond to texts, and share their experience with a wider audience. With many examples and opportunities to engage, we welcome you to come to the webinar prepared to explore ideas about reading as well as play digital tools that can immediately be put to use in your classrooms.

For more information about QEP, visit https://www.uiw.edu/qep/.

Dr. Troy Hicks is a professor of English and education at Central Michigan University, where he serves as Acting Associate Dean of the College of Education and Human Services and directs the Chippewa River Writing Project.