Assessing the assessments: toward a multidimensional approach to AI literacy

From Firenze University Press Journals: Media Educational

Gabriele Biagini, University of Florence, Florence

In an era defined by rapid technological advance-ments, the ability to navigate, understand, and leverage digital tools has become indispensable. The advent of digital technologies and the internet has reshaped how we communicate, work, learn, and interact with the world around us. This digital transformation has not only reshaped the landscape of professional and per-sonal lives but has also raised important questions about the adequacy of our skills and competencies in the face of evolving technological demands. As we move deeper into the 21st century, the assessment of these skills and the self-perception of digital competencies have emerged as critical areas of inquiry. Understanding how individu-als assess their own abilities to engage with technology, and the accuracy of these self-assessments, has significant implications for education, workforce development, and societal participation (Saracco, 2020). Among these transformative technologies, Artificial Intelligence (AI), due to its pervasive presence, is rapidly becoming a constant feature of the 21st century. As AI systems increasingly permeate various aspects of life — from personalized recommendations on stream-ing platforms to diagnostic assistance in healthcare — (Laupichler et al., 2023; Southworth et al., 2023) under-standing the fundamentals of AI is crucial not only for those working in tech-centric roles but also for the general population to make informed decisions (Kandl-hofer et al., 2016; Ng et al., 2021; Long & Magerko, 2020; UNESCO, 2022).The competence related to this skill is defined as AI Literacy, yet its concept remains in its infancy. Ini-tially, the term was based on fundamental knowl-edge of AI and the proper use of this technology. More recently, researchers have proposed adding more depth to the concept than merely being able to use AI-driven devices and software. Instead, AI literacy involves both lower and higher-order thinking skills to comprehend the knowledge and skills behind AI technologies and to facilitate work tasks (e.g., creation, collaboration, evalu-ation) (Chiu et al., 2020; Ng et al., 2021). Authors have emphasized the idea that people cannot fully under-stand this technology if they perceive it merely as a set of knowledge and skills; AI also involves attitudes and moral decision-making, which are crucial for developing AI literacy and its responsible use (Chiu et al., 2020; Ng et al., 2021; Druga et al., 2022). AI literacy can be seen as a multidimensional construct, encompassing a broad set of knowledge, skills, and competencies that enable individuals to engage effectively with AI technologies. This includes technical understanding, such as how algo-rithms function and how AI systems are trained, as well as a grasp of the societal impacts, such as ethical considerations and the implications of AI on privacy and employment.

DOI: https://doi.org/10.36253/me-15831

Read Full Text: https://oaj.fupress.net/index.php/med/article/view/15831