The Song Need Not Remain the Same: AI Literacies in the Lives of Youth

With greater and greater frequency, we find ourselves in conversations, meetings, and even invitations for writing where the term AI lit- eracy or AI literacies (often used interchange- ably) is named as if it had a commonly shared and stable definition. In the contexts of edu- cation policy, teacher education, and research on learning we are experiencing an urgency driven by funders and popular media to solve the “AI Problem” for (not with) youth. This ur- gency is predicated on the assumption that ar- tificial intelligence is transforming everything and poses a potential existential threat. AI lit- eracy is seen as a form of power and control; providing AI literacy (to those assumed not to have it) will allow people to regain control over their lives, protect themselves from artificial intelligence, earn a living, and participate fully in society.

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APA

Proctor, C., & Rish, R.M. (in press). The song need not remain the same: AI literacies in the lives of youth. In J.D. DeHart, S. Abas, D. Gibbons Pyles, & R.A. Mora (Eds.), Reimagining Literacy in the Age of AI: Theory and Practice. CRC Press.

Bibtex

@inproceedings{wolf2023growing,
  title = {“Growing as a person”: Developing Identity and Agency Across Formal CS Education and Everyday Computing Contexts},
  booktitle = {Building knowledge and sustaining our community, Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023},
  author = {Wolf, J., Han, J., Proctor, C., Brown, E., Pang, J., Blikstein, P.},
  year = {2023},
  publisher = {{International Society of the Learning Sciences}},
  langid = {english}
}