Mapping AI Literacy Frameworks: An Analysis of the Evolving Metaphorical Relationships between Students, Teachers, and AI

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Mapping AI Literacy Frameworks: An Analysis of the Evolving Metaphorical Relationships between Students, Teachers, and AI

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Mapping AI Literacy Frameworks: An Analysis of the Evolving Metaphorical Relationships between Students, Teachers, and AI

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of interactive media in education

ISSN

1365-893X

e-ISSN

1365-893X

Svazek periodika

"Neuveden"

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

"Article Number: 15"

Kód UT WoS článku

001562223500004

EID výsledku v databázi Scopus

2-s2.0-105014872356