Writing and reading are key aspects of communicative and digital literacy. ChatGPT and AI in general are not just tools, but also influence the writing and reading processes and the way we write and read: On the one hand, such digital tools facilitate writing and reading by allowing learners to use AI agents to help them formulate their texts better or even to write first drafts; on the other hand, however, they also shift the requirements in that learners have to evaluate and critically read the texts written in this way and also take “responsibility” for these texts. A platform like myMoment not only prepares students for these challenges, it also teaches them how to communicate in the digital space at the same time.

In this context, the project pursues the following main question:

How can a digital platform like myMoment promote digital literary participation in a broad sense?

• How can a platform like myMoment positively influence writing instruction?

• How can LLM and assistive technologies be integrated into a platform like myMoment so that teachers can use them to support their students?

• To what extent can feedback via LLM support students in a way that positively impacts text quality?How can all students – including struggling writers -– be supported to use a platform like myMoment inside and outside of school?

In order to support all students – especially those with lower writing skills or difficulties – and to support teachers in this process, the project follows a multi-stage approach in collaboration with teachers and students. Each stage is accompanied by, among other things, guided interviews and, in some cases, participatory observation. For example, we observe how students with strong and weak writing skills work with myMoment, how they proceed when writing, how they use assistive technologies, etc. We also look at how writing skills, motivation to write or reading skills change over the course of the project.

Stage 1

• Testing and further developing appropriate authentic writing tasks with support such as modelling videos

• Clarifying how LLM and assistive technologies can be used in writing instruction and in the writing process

Stage 2

• Support services that combine media and writing skills

• Development of explanatory and modelling videos to support the use of LLM and assistive technologies

• Modelling writing as a social digital practice (including collaborative work, peer feedback)

Stage 3

• Clarifying how other schools and teachers can work with writing as a social digital practice (supported by myMoment or other platforms)