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The Foundation of Digital Literacy in the Age of AI: Building Knowledge for Critical Assessment
(and why curriculum mapping matters)
Sometimes, I picture AI as a large serpent, slithering into every facet of our lives—reminiscent of the creature from J.K. Rowling's Harry Potter and the Chamber of Secrets. I’m uncertain whether it’s poisonous, but it undeniably exudes an air of danger. As AI becomes increasingly pervasive, a pressing question arises: how can we help our students distinguish between reliable and unreliable information?
Building a strong foundation in digital literacy is essential for students navigating today’s vast flow of online information. Surface-level understanding is not enough; students need tools to critically assess and question the content they encounter. This foundation is strengthened by solid background knowledge and the development of four essential skills identified by educational researcher John Hattie (I am a huge fan): probative questioning (asking the right questions and follow up iterative questioning), assessment credibility (is it right or wrong?), evaluative thinking/judgement (is it good enough?) and oral literacy (I don't need to type my question into AI but instead I can speak it and I can listen to the AI response) (BAM Super Speaks podcast). Together, these skills can enable students to navigate, evaluate, and apply information effectively in an increasingly complex media landscape. However, how can students discern good information from bad information if they lack the requisite background knowledge? We need to build this foundation if we hope to build strong digital literacy skills.
Literacy expert Hugh Catts (2022) highlights that reading comprehension is not a simple, transferable skill but rather a complex process influenced by a reader’s background knowledge, context, and purpose. For students to fully understand and evaluate texts, they need a strong base of foundational knowledge that informs their understanding. Prior knowledge allows students to organize new information and make inferences, a skill especially critical in today’s digital age, where misinformation is widespread. To help students build this background knowledge, Catts suggests that teachers prioritize a content-rich curriculum that systematically builds on prior learning. Instruction organized around themes or topics deepens students’ understanding over time, preventing fragmentation and promoting retention. Catts also advocates for a cross-content approach, where connections between different subjects illustrate how knowledge in one area complements another, reinforcing the relevance and cohesion of learning. Through careful scaffolding, teachers can guide students from foundational concepts to more complex ideas, helping them make meaningful connections and retain information over time. Using high-quality, complex texts also provides depth and context, enriching comprehension. Regular review and reinforcement further solidify this knowledge, enabling students to apply what they’ve learned across different contexts. These strategies collectively create a cohesive, well-rounded learning experience that builds a robust foundation for critical evaluation.
One approach to building this essential foundation in digital literacy is curriculum mapping (oh, I can hear the groans now). Yet, curriculum mapping plays a vital role in creating a cohesive structure that supports students in developing strong background knowledge—a point emphasized by Catts. However, instead of following Catts' suggestion that we prioritize a content-rich curriculum with helpful cross-cutting concepts, we end up often in a land of disconnection. In some cases, especially in elementary education, curriculum can feel somewhat disjointed—one day focusing on apple trees, the next on space travel. Effective curriculum mapping, with careful horizontal and vertical alignment, ensures a more logical progression of topics, allowing students to build on prior knowledge in a structured way that reinforces comprehension and retention. This structured approach is well-aligned with Marzano's emphasis on a "guaranteed and viable curriculum", ensuring that essential content is feasible to cover within the time available and accessible to all students. By aligning content and progression, we reduce gaps and redundancies, creating a streamlined path for learning and reinforcing Catts’ concept of systematically building background knowledge. Additionally, if we layer on Jay McTighe and Grant Wiggins' work on the importance of transfer of learning and focusing on priority standards (usually we overloaded our curriculum with way too much), we can better navigate helping students apply their knowledge and skills in new contexts. A well-mapped curriculum enables students to “connect the dots” across different subjects and concepts, supporting both transfer and deep understanding. In this way, we equip students with foundational knowledge and critical thinking skills essential for thoughtfully engaging with media in an AI-driven world, empowering them to apply these skills across a variety of real-world situations.
Note:, if you are looking for help in thinking about AI and digital literacy, there is a plethora of resources and helpful courses to support your work to help students to develop a robust digital literacy in the age of AI:
ISTE: The International Society for Technology in Education underscores that digital literacy encompasses "the knowledge of and ability to use digital technologies to locate information; evaluate information; synthesize, create, and communicate information; and understand the human and technological complexities of a digital media landscape."
U.S. Department of Education: The Office of Educational Technology highlights the necessity for students to "engage with the information they encounter" and strengthen their digital literacy skills to "combat misinformation and promote civil discourse in digital spaces."
Click here to learn more about the U.S. Department of Education resource "Launching a Digital Literacy Accelerator":
ATLIS: The Association of Technology Leaders in Independent Schools advocates for embedding digital literacy across curricula to prepare students for ethical and informed engagement online.
Click here to learn more about the wealth of resources from ATLIS (some are limited to members only such as the ebook for educational leaders):
By leveraging these resources, educators can enhance their understanding of AI and digital literacy, equipping students with the skills necessary to navigate and critically assess information in an AI-integrated world. In the age of AI, fostering digital literacy in students requires a dual focus on building background knowledge and nurturing critical assessment skills. By adopting a content-rich approach to learning, educators can lay the groundwork for students to become discerning consumers and creators of digital content.
Articles & Podcasts:
Catts, H. W. (2022). Rethinking How to Promote Reading Comprehension. ERIC. [Link]
ED360 Podcast. (2024). Essential Skills for Students in the Age of AI with John Hattie. ED360.: “A Conversation with John Hattie (Visible Learning): Beyond What Works to What Works Best”
BAM radio network Super Speaks The New 21st Century Skills: John Hattie Lists the Critical Four in the Age of Gen AI
Why Schools Need an AI Philosophy, Not Just AI Policies
In the rapidly evolving landscape of artificial intelligence (AI), schools and districts are facing unprecedented opportunities and challenges. While data privacy policies are essential, a narrow focus on AI policies can be like trying to herd cats—AI tools will continue to advance at an incredible pace. Instead, schools need to develop a comprehensive AI philosophy that guides the integration and utilization of AI in education. We need to be nimble, agile, adaptable and true to our core values.
Limitations of Policy-Only Approaches
Policies are crucial for addressing data privacy and ethical concerns. However, overly restrictive policies can stifle innovation and hinder the potential benefits of AI in education. As AI tools evolve, new capabilities emerge that policies might not anticipate, leading to a constant game of catch-up. This reactive approach can leave educators and administrators unprepared for the future. I know, I know - policies are our go to comfort food in an attempt to have some control in an area that feels anything but comfortable. Caution is all well and good but let's ensure that we are future focused and not fear focused.
Embracing an AI Philosophy - Start with Your Why
An AI philosophy is a forward-thinking approach that provides a foundation for how AI is viewed and utilized within an educational context. It goes beyond the constraints of policies to encompass values, goals, and visions for AI integration. I'm a big fan of Simon Sinek's directive to start with your 'why'. Why do we want to use AI in our school/district? (Is it to prepare future ready students? To provide greater efficiency for our overburdened teachers and administrators? To crunch data and provide greater insight into performance?) Here’s why an AI philosophy is essential:
Guiding Principles: An AI philosophy establishes guiding principles that align with the school's mission and vision. These principles help educators and administrators make informed decisions about AI adoption and usage.
Adaptability: Unlike rigid policies, an AI philosophy is adaptable. It allows schools to remain flexible and responsive to new AI developments while staying true to their core values and educational goals.
Empowerment: An AI philosophy empowers educators and students by fostering a culture of innovation and critical thinking. It encourages exploration and experimentation with AI tools to enhance teaching and learning. It is already a game changer for all but especially for students with dyslexia and other LD disorders.
Ethical Considerations: A robust AI philosophy includes ethical considerations, ensuring that AI use promotes equity, inclusivity, and the well-being of all students. What is the human to AI ratio that aligns with your values?
Crafting Your AI Philosophy
Creating an AI philosophy involves collaborative efforts from all stakeholders—educators, administrators, students, and parents. Here are some steps to get started:
Define Core Values: Identify the core values that will guide AI integration in your school or district. Consider how AI can support your educational mission and vision.
Set Clear Goals: Know your WHY. Establish clear goals for what you aim to achieve with AI. These goals should reflect both short-term and long-term aspirations.
Engage Stakeholders: Involve a diverse group of stakeholders in the development process. Their insights and perspectives are crucial for creating a well-rounded AI philosophy.
Prioritize Professional Development: Invest in ongoing professional development to ensure that educators are equipped with the knowledge and skills to effectively use AI tools.
Monitor and Reflect: Continuously monitor the impact of AI on teaching and learning. Reflect on successes and challenges, and be willing to adapt your philosophy as needed.
In the fast evolving world of AI, a well-crafted AI philosophy is a beacon that can guide schools through the complexities of AI integration. By focusing on values, goals, and ethical considerations, schools can harness the power of AI to enhance education while remaining adaptable to future advancements. Rather than just trying to catch the wind, let's build a strong foundation that prepares our schools for the AI-driven future.
If interested, we are offering a half day or combo full day intensive AI workshops on August 19th. Sign up here.
Artificial Intelligence for Teaching and Learning AI Intensive
Can be taken as full-day intensive or as individual workshops.
Morning Workshop: Harnessing AI for Instructional Excellence: Empowering Teachers with Innovative Tools
Afternoon Workshop: Empowering Student Learning with AI: Interactive Tools for Next-Generation Education
Date: August 19. 2024
Time: 9-11:30 a.m. and 12:30-3 p.m.