Conceptualizing AI literacy: An exploratory review Overall, although these articles showed slight variations on the definition of AI literacy, they support the notion that everyone, especially K-12 children, acquire basic AI knowledge and abilities, enhance motivation for future career, as well as use AI-enabled technology (Chai, Lin, et al , 2020)
Towards an AI-Literate Future: A Systematic Literature . . . - Springer Significantly, the structured approach presented by Ng et al (2021a, b), organizing AI literacy into four distinct concepts (knowing and understanding AI, using and applying AI, evaluating and creating AI, and considering AI ethics), offers a comprehensive framework for understanding and teaching AI literacy
AI Literacy: A Framework to Understand, Evaluate, and Use Emerging . . . To provide educational leaders with a concise and comprehensive AI Literacy Framework, Digital Promise took several perspectives into account We incorporated insights about AI literacy from research-based frameworks such as Almatrafi et al , 2024, Druga et al , 2021, Ng et al , 2021 and Lee and Long (in press) From an ethical decision making
Generative AI Literacy: A Comprehensive Framework for Literacy and . . . Unlike the more established AI literacy competencies (Long and Magerko, 2020; Ng et al , 2021), generative AI is a relatively new and rapidly evolving field (Foster, 2023), making it challenging to create an all-encompassing framework
AI Literacy Literature Summary | CSU AI Commons From the 30 articles that were finally selected for inclusion in their review, these authors identified the four common aspects of AI literacy in Table 1 Ng et al also noted that 8 of the 30 articles in their review explicitly borrowed ideas from "computational thinking," a related set of ideas that are broader in focus
Conceptualizing AI literacy: An exploratory review Grounded in literature on 30 existing peer-reviewed articles, this review proposed four aspects (i e , know and understand, use and apply, evaluate and create, and ethical issues) for fostering AI literacy based on the adaptation of classic literacies
University Students’ Conceptualisation of AI Literacy: Theory and . . . Therefore, new literacies, such as AI literacy, are beginning to be discussed (Ng et al 2021a) This study will aim to analyse the topic based on the available literature and, at the same time, present the results of our empirical study among university students on the subject of AI literacy and their perceptions of this phenomenon
Artificial Intelligence Literacy Questionnaire (AILQ) Description, Purpose, and Construct The Artificial Intelligence Literacy Questionnaire (AILQ; Ng et al , 2024) is a self-report measure designed to assess secondary school students’ AI literacy across affective, behavioral, cognitive, and ethical (ABCE) dimensions
AI Literacy and Gen-AI Literacy Frameworks | Effective Practices in AI . . . Abstract This chapter focuses on artificial intelligence (AI) literacy and generative AI (Gen-AI) literacy frameworks The first part of the chapter offers an overview of the AI literacy framework This framework was developed by Ng and colleagues and has been used regularly as the theoretical foundation for AI literacy curriculum design