In this article I share my thoughts on a post-digital German teaching methodology, taking as my point of departure the skills of reading and writing, and with a particular focus on artificial intelligence. My thoughts are contextualised within the current discourse on whether to align German teaching methodology with literacy or digitality.
I begin by suggesting that the paradigms of literacy and digitality are currently in opposition in reading and writing methodology, and that both paradigms presuppose an anthropocentric-instrumentalist view of the computer. I follow this by outlining an alternative stance which draws on the concept of post-digitality and on the sociologically-informed method of Grounded Theory. This perspective sheds light on the interconnectedness of literacy and digitality and the coactivity of man and computer. I conclude by proposing a general competency objective, that of post-digital communicative confidence, and by offering a series of theoretical, methodological and empirical follow-up questions.