It has been two years since AI was introduced into daily life, and it has been applied in academia, pedagogy, classrooms, and beyond. As we discover both the potential benefits and harms of AI, we are also recovering from the initial panic, uncertainty, or excitement. We are beginning to recognize that it will lead to an "inevitable" integrated fusion of human and machine intelligence (Kurzweil), and we are entering a phase of adaptation. We have seen a range of AI use guides, policies, and reflections. However, compared to the initial reaction, we cannot ignore where we will or want to go with AI in the composition classroom. As AI continues to evolve, how do we recreate our classrooms in light of this new technology?

This roundtable examines how we have adapted to AI technology so far and focuses on critical AI literacy as a trend for future composition classes that cultivate students' digital literacy and critical thinking in this new digital context.

Proposals might address, but are not limited to, the following aspects:

- Rationales for using or avoiding AI in the composition classroom;

- Experiences working with students on AI, particularly on digital platforms;

- Responses to institutional AI policies or guidelines;

- Strategies for incorporating AI into class activities and design;

- Reflections on this "technological problematic" development trend.

This roundtable examines how we have adapted to AI technology so far and focuses on critical AI literacy as a trend for future composition classes that cultivate students' digital literacy and critical thinking in this new digital context. As AI continues to evolve, it is crucial to recreate our classrooms in light of this new AI technology. Abstracts addressing the conference theme are especially welcome. By August 30, please submit an abstract of 250 words, a brief bio, and any A/V or scheduling requests via the Ballast portal. Any questions can be sent to Liping Yang, at lyang34@gsu or Dr. Baotong Gu, at bgu@gsu.edu.