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Like most literacies, there is no one commonly accepted definition for AI Literacy, but computer scientists Long & Magerko summarize it as:
"a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace."
When we add a “Critical” to the front, as The American University of Cairo professor and digital literacy educator, Maha Bali, does, we incorporate:
Critical thinking; skepticism and questioning
Critical pedagogy; focusing on social justice and what inequalities it may exacerbate or create
Critique of the outputs and potential harms
The major takeaway from this working definition of [Critical] AI Literacy is that it is user-centered. It is focused on ensuring that users are able to use and evaluate AI tools effectively with minimal risk of harming themselves or others in the process.
Based on existing literature, the knowledge, competencies, and attitudes characterizing AI Literate individuals can be organized under three categories:
Design Concepts: Conceptual understanding of the technology involved in creating AI-based tools, as well as the relevant computer science and engineering subfields.
Evaluating AI Tools: Critically evaluate AI tools and their outputs, to productively communicate and collaborate with them.
Ethics of AI Applications: Consider the human-centered social and ethical implications of the variety of AI applications