#857: Epistemic Authority and Interface: A Typological Framework of AI’s Roles in Knowledge Building

Knowledge Building distinguishes itself from other educational approaches by engaging students directly in the means by which knowledge advances in the world. As artificial intelligence (AI) advances, fundamental questions arise about its implications for KB. This study extended a workshop at the 2024 International Society of the Learning Sciences (ISLS) annual meeting into a four-month dialogue on Knowledge Forum. Using a dialogical knowledge-making framework, 23 contributors from diverse disciplinary backgrounds and career stages collectively examined theoretical, pedagogical, design, ethical implications at the intersection of AI and KB. Diverse AI roles were discussed and organized into a typological framework along interface type and epistemic authority levels, producing six configurations: directive interaction, collaborative interaction, exploratory interaction, diagnostic environment, reflective environment, and experimental environment. Given the configurations of AI, we propose a design principle of making AI's epistemic position visible and enabling learner-driven navigation across AI roles.