Abstract

As generative technologies become increasingly accessible, users are no longer passive consumers of media but active co-creators—often without sufficient preparation to critically evaluate the ethical, social and epistemic implications of their creation. We analyzed interview data from 13 teams, collected as part of a multi-phase experiment, to gain a deeper understanding of the emerging information practices surrounding the use of generative AI technologies used for deepfake creation. Drawing on activity theory, we identify a range of practices that stimulate informal learning around generative AI, logical reasoning, and experimentation with digital tools. The resultant themes describe how various routines at both the individual and collective levels shape engagement and decision-making, the negotiation of norms, and meaning-making in this context. These insights can serve as powerful mechanisms to stimulate critical and reflective thinking, catalyzing innovations in generative AI literacy.

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