The rise of artificial intelligence (AI) in educational settings calls for broadening and redefining traditional literacy frameworks. This paper examines the shift from focusing on media and information literacy, which involves finding, evaluating, and critically using various types of information, to the emerging need for AI literacy, which requires understanding, analyzing, and responsibly interacting with intelligent systems. To explore the link between media and information literacy and AI literacy, a quantitative survey was conducted with 80 undergraduate students. The survey assessed students’ media and information literacy (MIL) skills and their capacity to evaluate and respond to AI-generated recommendations in educational contexts. Statistical analyses examined the predictive relationship between MIL and AI literacy. Results indicate that strong media and information literacy skills lead to higher levels of AI literacy. Students proficient in questioning and assessing information are also more likely to make thoughtful, critical judgments about AI-generated decisions in education. These findings demonstrate that enhancing media and information literacy directly supports the development of AI literacy. The study recommends curriculum and professional development strategies that integrate media, information, and AI literacy, empowering educators and learners to address the ethical, social, and pedagogical challenges presented by AI. By connecting media and information literacy with AI literacy, this research provides an evidence-based framework to prepare educational communities for the complexities of AI-enhanced learning.

Authors:
William Ko-Wai Tang, Hong Kong Metropolitan University, Hong Kong

About the Presenter(s)
Dr William Ko-Wai Tang is a University Assistant Professor/Lecturer at Hong Kong Metropolitan University in Hong Kong

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