This study explores university students’ engagement with Generative Artificial Intelligence (GenAI) tools for creative writing and graphic storytelling, drawing on Jacques Rancière's philosophy of intellectual equality and emancipation. Qualitative data analysis from a co-curricular creative writing programme, including reflections, surveys, and focus-group interviews, reveals emerging artificial intelligence literacies and students’ improvisational aptitudes for interpreting, subverting, and transforming notions of authorship. Students decentred authorial attribution through the pragmatic adoption of the technology as a creative catalyst, negotiated creative conventions by adopting non-conventional communication strategies, and reconceptualised creativity as distributed across human and non-human agents. Our approach of student-driven learning for autonomous exploration, sense-making, and criticality with GenAI indicates the potential for promoting conditions for students to exercise intellectual equality and emancipation. The findings contribute to the understanding of authorship and creativity; begin to contour emerging GenAI literacies and competencies; and suggest that creative collaborations with GenAI may be a promising way to foster emancipatory practices in the classroom, while nurturing creative and critical skills.

中文翻译：

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超越作者：人工智能、创意写作与知识解放

本研究借鉴雅克·朗西埃的智力平等和解放哲学，探讨了大学生如何使用生成人工智能 (GenAI) 工具进行创意写作和图形叙事。来自课外创意写作项目的定性数据分析，包括反思、调查和焦点小组访谈，揭示了新兴的人工智能素养和学生解释、颠覆和转变作者概念的即兴创作能力。学生们通过务实地采用技术作为创造性催化剂来分散作者归属，通过采用非传统的沟通策略来协商创造性惯例，并重新概念化分布在人类和非人类主体之间的创造力。我们通过 GenAI 进行学生驱动的自主探索、意义建构和批判性学习的方法表明了促进学生行使智力平等和解放的条件的潜力。研究结果有助于理解作者身份和创造力；开始勾画新兴 GenAI 素养和能力；并建议与 GenAI 的创造性合作可能是在课堂上促进解放实践、同时培养创造性和批判性技能的一种有前途的方式。