Reconceptualizing literacy in the age of artificial intelligence

Abstract

This study attempts to reconceptualize the notion of literacy to reflect literacy practice and learning in the age of artificial intelligence. To achieve this, the concept and theory of literacy have been reconceptualized by metaphorically comparing their historical evolution to dimensions. In this study, literacy in the age of artificial intelligence is metaphorically compared to a four-dimensional space, and according to the theory of connectivism. Contemporary literacy is reconceptualized as the ability to appropriately select and meaningfully connect fragmented information. Furthermore, this study discusses the literacy required in the age of artificial intelligence, focusing on AI literacy. Based on the problem consciousness where the concept of AI literacy is used in a mixed manner, this study defined AI literacy by integrating deductive and inductive approaches and distinguished its characteristics into two categories. Additionally, the study explored the possibility of contributing to the cultivation of one aspect of AI literacy through the learning content of literacy education, and specifically suggested approaches in terms of critical literacy and computational literacy.