Yi, Y. (2021). Establishing the concept of AI literacy: Focusing on competence and purpose. JAHR, 12(2), 353-368. https://doi.org/10.21860/j.12.2.8
Yi (2021) establishes AI literacy using traditional literacy as a foundation. Yi situates the concept within the every expanding realm of literacies, which emerge as new technologies emerge. Within his framework, Yi calls basic reading, writing, and arithmetic skills functional literacy. Social literacy is new literacy, which takes into account social practice and critical thinking, Technological literacy encompasses technological intimacy and future literacy (the ways technology could be used in the future). He argues that we have moved beyond the realm of simply understanding signifiers and signifieds in printed texts; reading and writing are not sufficient to participate in today’s world. Communication media extends functional literacy to include technology as a means of communication. However, to communicate effectively using a technology, the user has to understand the changing nature of technology and the ways technology is used to communicate in a specific time and place. Yi rejects the idea that AI literacy definitions belong as an extension of digital literacy discussions because they all “set goals for artificial intelligence education” (p. 359). Yi’s definition centers on competency in being adaptable. AI literate individuals will use AI, adapt AI to help them create life, and recognize the change to culture that comes as a result of AI usage. AI literacy also requires that a person be able to maintain their privacy and leverage the AI tool to help them realize their goals. Using AI helps humans grow using non-human technology. AI literacy is inclusive of functional literacy, technological literacy, and new literacy. AI competence literacy is demonstrated by the use through metacognition and anticipation of future needs. In order to be successful, people need to consider the ways AI could alter future prospects and educate themselves accordingly. This also means learners can use AI to create personalized learning, while teachers remain along side to mentor and guide.
Yi does a good job of grounding his theory in the traditions of literacy studies, new literacy, and technological literacy. He establishes clearly how AI literacy is the next evolution of new literacy, and emphasizes that adaptability will be at the core of a human non-human interaction. The sources he cited to articulate his point are grounded in literacy studies, motivational research, and work in artificial intelligence. The concept forms from the literature.
As a doctoral student, educator, and higher education administrator, this new view on AI literacy opens up conversation about what it means to partner with non-human technology in a learning setting. New Literacies up to this point were focused on technologies that served as repositories of knowledge or allowed users to create and interact with knowledge – all at the human level. The shift to AI is different than the shift from traditionally published material to digital material that anyone could produce. AI not only has the capacity to allow humans short cuts in consuming information, it can take human information and create new information and make new knowledge. As a doctoral student, I think this is s fascinating thing to study. As a writing teacher, it’s important to understand so I can prepare my students. As an administrator – this is going to make writing AI policy very difficult because policies are slow to form, the future has to be taking into account. AI is so new that it’s also almost impossible for any one to claim to be AI literate.
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