Model for artificial intelligence literacy as a complement to information literacy
DOI:
https://doi.org/10.31207/colloquia.v12i1.181Keywords:
Artificial intelligence literacy, information literacy, language pedagogies, higher education, university librariesAbstract
The rapid adoption of AI systems in higher education is reshaping reading, writing, and assessment practices, and demands literacies that transcend information literacy (IL). This article proposes an Artificial Intelligence Literacy (AIL) model tailored to Latin American universities and aligned with language pedagogies. Methodology: a qualitative meta-synthesis of recent studies was conducted, including thematic screening, software-assisted coding, and methodological quality appraisal (CASP) to derive categories and relationships. Results: four integrated AIL dimensions emerge—technical-conceptual (AI notions, functioning, and limits), critical-interpretive (biases, traceability, and analysis of algorithm-mediated discourse), applied-practical (responsible academic uses in reading and writing), and socio-ethical-civic (regulation, rights, and participation)—articulated as a “double helix” with equity checkpoints. The study identifies the catalytic role of university libraries, the benefits of early integration into the Language curriculum, and the need for assessment criteria with algorithmic transparency. Conclusions: AIL complements and expands IL, offering guidelines to redesign curricula, library services, and institutional policies; it provides tools to strengthen critical reading, academic writing with traceability, and ethical formation in the face of AI risks, helping to reduce digital and informational power gaps.
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