Mapping AI Literacy Frameworks: An Analysis of the Evolving Metaphorical Relationships between Students, Teachers, and AI
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18460%2F25%3A50022651" target="_blank" >RIV/62690094:18460/25:50022651 - isvavai.cz</a>
Result on the web
<a href="https://jime.open.ac.uk/articles/10.5334/jime.974" target="_blank" >https://jime.open.ac.uk/articles/10.5334/jime.974</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.5334/jime.974" target="_blank" >10.5334/jime.974</a>
Alternative languages
Result language
angličtina
Original language name
Mapping AI Literacy Frameworks: An Analysis of the Evolving Metaphorical Relationships between Students, Teachers, and AI
Original language description
Rich metaphors abound within the growing AI literacy research landscape, and there is no better place to look for them than within the rapidly proliferating number of AI literacy frameworks. Conceptual metaphors and AI literacy frameworks, which outline the skills, competencies, and dispositions needed to engage critically with AI, complement each other by organizing people’s perceptions of this complex technological change and coordinating our actions in response. Through idiographic metaphor analysis, we coded the metaphors in eighteen AI literacy frameworks to uncover the underlying metaphorical relationships between AI, students, and teachers. We highlight the dominant metaphors for each actor: AI-as-tool-transformer-ubiquitary-artefact-threat; student-as-analyst-citizen-creator; and teacher-as-designer-guide. We then discuss the connections between these metaphors and their alignment with dominant educational paradigms. Finally, we discuss three tensions within the metaphors that address blind spots within the current corpus of AI literacy frameworks. We suggest areas for future research that address these tensions and consider our individual and collective capacity in higher education to shape or reject an AI-saturated future.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of interactive media in education
ISSN
1365-893X
e-ISSN
1365-893X
Volume of the periodical
"Neuveden"
Issue of the periodical within the volume
1
Country of publishing house
GB - UNITED KINGDOM
Number of pages
16
Pages from-to
"Article Number: 15"
UT code for WoS article
001562223500004
EID of the result in the Scopus database
2-s2.0-105014872356