Building Critical AI Literacy: An Approach to Generative AI

Autor/inn/en	Kathryn Conrad; Sean Kamperman
Titel	Building Critical AI Literacy: An Approach to Generative AI
Quelle	In: Thresholds in Education, 48 (2025) 2, S. 142-158 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-9641
Schlagwörter	Forschungsbericht; Critical Literacy; Artificial Intelligence; Technology Uses in Education; Faculty Development; Elementary Secondary Education; Technological Literacy; Workshops; Program Development; Grammar; Writing (Composition); Community Colleges; High Schools; Biographies; Middle Schools; Classics (Literature); Singing; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Kritisches Lesen; Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Lernwerkstatt; Schulung; Programmplanung; Grammatik; Schreibübung; Community college; Community College; High school; Oberschule; Biography; Biografie; Biographie; Middle school; Mittelschule; Mittelstufenschule; Gesang; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The rise of generative AI has been insufficiently met with opportunities for either educators or students to understand and evaluate GenAI systems. We believe our responsibility as educators includes critically examining these technologies as well as the rhetoric and assumptions that surround them. Our approach has been to provide, and champion, funded professional development opportunities and resources to enable the building of critical AI literacy for educators and, in turn, for students. Our essay explores critical AI literacy in the context of both AI literacy and critical literacy discourses, distinguishing between an AI literacy that entails a decontextualized, instrumentalist approach to teaching and learning about AI, and critical AI literacy that emphasizes the ways in which AI technologies are situated in larger systems of power. It then recounts the planning process and critical AI literacy components of the 2024 AI & Digital Literacy Institute at the University of Kansas, arguing for the value of sustained, collaborative learning opportunities across the educational spectrum. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/10