Thematic Section

Talking to Machines: Semiotic Analysis, Implications for Teaching and Media Literacy

Author(s)
Keywords
  • Artificial Communication
  • Large Language Models
  • Semiotics of AI
  • New Literacies
  • Prompt Engineering
Abstract

This article explores the implications of artificial conversation for teaching and Media Literacy. It does so by engaging with two theoretical frameworks: (1) Luhmann’s communication theory, to conceptualize artificial communication in human-dialogical system interactions, and (2) the semiotic Theory of Audiovisual Conversation (TAC), to analyze its distinctive features.

From a Luhmannian perspective, Artificial Intelligence (AI) does not replicate human intelligence but rather human communication, prioritizing message comprehensibility over intentionality. TAC further clarifies artificial communication by outlining key elements such as knowledge transmission and enunciational attitudes, direct and indirect communication, the interplay of questions and answers, and the distinction between attending and participating in a conversation.

These insights inform educational and media literacy practices, emphasizing the centrality of questioning, the role of prompt engineering, and the development of critical thinking, argumentation, and strategic communication skills as part of New Literacies.

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Published

30 December 2024

DOI:
https://doi.org/10.54103/ai/23944
How to Cite
Rivoltella, P. C. (2024). Talking to Machines: Semiotic Analysis, Implications for Teaching and Media Literacy. AN-ICON. Studies in Environmental Images [ISSN 2785-7433], 3(II), 17–35. https://doi.org/10.54103/ai/23944
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Vol. 3 No. II (2024): Liberty on Parole? Challenges in Interactivity

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