The conditions for creative writing are shifting in the aftermath of publicly available generative AI, impacting teaching and learning writing skills. The enactment of creative writing in AI-infused school contexts is still largely an unexplored research field. With the aim of contributing knowledge about creative human-algorithmic authorship, this presentation explores upper-secondary school students' writing of Futures as well as the stories they create when co-writing with Generative Artificial Intelligence.

Textual production is explored as an entangled process where human and algorithmic creativity emerge and converge. The intra-actions (Barad 2007) in the collaborative writing process reveal the emergence of co-authorship involving both student agency and computational creativity (Lindberg, Godhe & Bäcke, 2025). Central to the stories of the future are aspects of time and place where description of the past, present and futures have both utopic and dystopic qualities.

Barad, K. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham. NC: Duke University Press. https://doi.org/10.1215/9780822388128.

Lindberg, Y., Godhe, A-L., & Bäcke, M. (2025). The Unbearable Lightness of Imagination in a GenAI Era. Changing Creative Writing Practices in School. In: Jandrić, P., Suoranta, J., Teräs, H., & Teräs, M. (Eds.), Postdigital Imaginations: Critiques, Methods, and Interventions. Cham: Springer

Anna-Lena Godhe is a professor of education at The School of Communication and Education, Jönköping University.

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