The workshop on Scholarly Document Processing (SDP) started in 2020 to accelerate research, inform policy and educate the public on natural language processing for scientific text. The fourth iteration of the workshop, SDP24 was held at the 62nd Annual Meeting of the Association for Computational Linguistics (ACL24) as a hybrid event. The SDP workshop saw a great increase in interest, with 57 submissions, of which 28 were accepted. The program consisted of a research track, four invited talks and two shared tasks: 1) DAGPap24: Detecting automatically generated scientific papers and 2) Context24: Multimodal Evidence and Grounding Context Identification for Scientific Claims. The program was geared towards NLP, information extraction, information retrieval, and data mining for scholarly documents, with an emphasis on identifying and providing solutions to open challenges.

Storytelling in early childhood provides significant benefits in language and literacy development, relationship building, and entertainment. To maximize these benefits, it is important to empower children with more agency. Interactive story rewriting through parent-children interaction can boost children’s agency and help build the relationship between parent and child as they collaboratively create changes to an original story. However, for children with limited proficiency in reading and writing, parents must carry out multiple tasks to guide the rewriting process, which can incur a high cognitive load. In this work, we introduce an interface design that aims to support children and parents to rewrite stories together with the help of AI techniques. We describe three design goals determined by a review of prior literature in interactive storytelling and existing educational activities. We also propose a preliminary prompt-based pipeline that uses GPT-3 to realize the design goals and enable the interface.