Abstract
Artificial Intelligence (AI) is an increasingly powerful force in the transformation of literacy practices, but how this may affect indigenous learners has not been well researched. This qualitative ethnolinguistic study examines the negotiation of meaning, cultural identity, and linguistic representation among Panay Bukidnon learners in Lambunao, Iloilo, in AI-mediated reading contexts. The study adopts Street’s Ideological Model of Literacy and Critical Digital Literacy Theory as a theoretical framework to investigate how learners use indigenous oral traditions and cultural knowledge in their interaction with AI-generated texts. Data will be collected from secondary learners and community elders of Panay Bukidnon through interviews, focus group discussions, observations, and the study of artifacts. Thematic analysis will be used to identify patterns related to AI-assisted reading, cultural negotiation, and linguistic autonomy. The findings are expected to inform the development of a culturally sensitive AI literacy framework that supports the preservation of indigenous knowledge and promotes critical engagement with emerging technologies.Learning objectives
The learning objectives focus on the following:- Understand how Panay Bukidnon learners in the Philippines engage with AI-assisted reading and literacy practices.
- Examine the role of indigenous oral traditions and cultural knowledge in shaping learners’ interpretation of AI-generated texts.
- Identify potential risks of algorithmic bias, cultural misrepresentation, and linguistic marginalization in AI-mediated literacy environments.
- Explore how indigenous learners critically evaluate and adapt AI-generated content to preserve cultural identity and linguistic autonomy.
- Recognize the importance of culturally responsive and ethical AI integration in indigenous education.
Target audience
- Panay Bukidnon learners and other indigenous students
- Teachers and literacy educators
- Curriculum developers and educational planners
- Researchers in AI literacy, indigenous education, and language preservation