Kirsty McCrudden

Kirsty's current study, "Generative AI, Multilingualism & Criticality in Academic Writing," investigates the impact of AI-assisted writing tools on English as a Second Language (ESL) students at UK universities. This multidisciplinary research explores how these tools influence students' selection of materials, handling of misinformation, literacy skills, critical thinking, and the homogenisation of voice in academic writing. The study aims to provide an early examination of the broader implications of generative AI on academic practices, offering insights into its potential to transform pedagogical approaches and learning strategies.

Her previous work focused on digital literacy policy and practice over the last two decades. Through Critical Discourse Analysis (CDA) of Key Stage 3 (KS3) curricula in Britain and Northern Ireland, she examined how curricular texts shape perceptions of digital literacy. The study found that policy documents often prioritise digital literacy as a set of skills for economic improvement, neglecting broader digital needs such as critical assessment, safe navigation, and digital creativity. Kirsty advocates for a rolling curriculum that balances student needs, helps them understand their strengths and weaknesses through data and adopts a holistic, safety-based approach to digital technology. This approach prioritises the development of students as digital citizens over merely meeting economic goals. Her research suggests a dynamic curriculum that adapts to technological advancements, better-preparing students for the future.