From Understanding to Creating: Bridging AI Literacy and AI Fluency in K-12 Education
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| Title: | From Understanding to Creating: Bridging AI Literacy and AI Fluency in K-12 Education |
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| Language: | English |
| Authors: | Thomas Rogers, Mike Carbonaro |
| Source: | Journal of Teaching and Learning. 2025 19(4):20-38. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, Artificial Intelligence, Multiple Literacies, Computer Uses in Education, Educational Technology, Knowledge Level, Cognitive Processes |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | This paper explores the distinctions and connections between AI literacy and AI fluency, drawing parallels with the historical development of other literacies such as computer literacy and digital fluency. The paper argues that while AI literacy focuses on understanding and evaluating AI technologies, AI fluency represents a higher-order competency encompassing innovation, ethical management, and creation with AI. Examining existing definitions reveals "creation" as a recurring theme that differentiates fluency from literacy, where fluency implies the ability to generate novel solutions and artifacts using technology. The paper proposes a conceptual framework for AI literacy and fluency in K-12 education, emphasizing the need to develop both concurrently rather than sequentially. By fostering AI literacy through comprehensive professional development, educators can equip themselves and their students to engage with AI in an ethical and effective manner. Simultaneously, cultivating AI fluency empowers students to utilize AI as a tool for innovation and problem-solving, going beyond passive understanding to actively shape the future of AI in education. The paper concludes that investing in teacher training and developing clear definitions of AI literacy and fluency are crucial steps toward integrating AI into K-12 education in a responsible and effective manner, thereby preparing students to navigate the complexities of an increasingly AI-driven world. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487364 |
| Database: | ERIC |
| Abstract: | This paper explores the distinctions and connections between AI literacy and AI fluency, drawing parallels with the historical development of other literacies such as computer literacy and digital fluency. The paper argues that while AI literacy focuses on understanding and evaluating AI technologies, AI fluency represents a higher-order competency encompassing innovation, ethical management, and creation with AI. Examining existing definitions reveals "creation" as a recurring theme that differentiates fluency from literacy, where fluency implies the ability to generate novel solutions and artifacts using technology. The paper proposes a conceptual framework for AI literacy and fluency in K-12 education, emphasizing the need to develop both concurrently rather than sequentially. By fostering AI literacy through comprehensive professional development, educators can equip themselves and their students to engage with AI in an ethical and effective manner. Simultaneously, cultivating AI fluency empowers students to utilize AI as a tool for innovation and problem-solving, going beyond passive understanding to actively shape the future of AI in education. The paper concludes that investing in teacher training and developing clear definitions of AI literacy and fluency are crucial steps toward integrating AI into K-12 education in a responsible and effective manner, thereby preparing students to navigate the complexities of an increasingly AI-driven world. |
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| ISSN: | 1492-1154 1911-8279 |
