The pedagogical value of using LLMs in literary analysis lies in emphasizing interpretation as an active, situated, and dialogic process where students act as co-authors of meaning by evaluating, annotating, revising, or juxtaposing generated texts with source materials.

Authors

• Person: Not available Organization: arXiv
  Not Minds, but Signs: Reframing LLMs through Semiotics - arXiv

Sources

• Not Minds, but Signs: Reframing LLMs through Semiotics - arXiv arxiv.org arXiv via serper

Referenced by nodes (1)

• Large Language Models concept