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. (2025). 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. (pp. 135-151). CRC Press.

Bibtex

@incollection{proctor_2025_song,
  title = {The {{Song Need Not Remain}} the {{Same}}: {{AI Literacies}} in the {{Lives}} of {{Youth}}},
  booktitle = {Reimagining {{Literacy}} in the {{Age}} of {{AI}}: {{Theory}} and {{Practice}}},
  author = {Proctor, Chris and Rish, Ryan},
  editor = {DeHart, Jason D and Abas, Suriati and Mora, Ra{\'u}l Alberto and Pyles, Damiana Gibbons},
  year = {2025},
  pages = {135--151},
  publisher = {{CRC Press}}
}