A generative AI literacy framework with explicit competencies … at last!
Over a period of two years, many individuals have been grappling with the understanding of generative AI (GenAI): where it fits into a broader world of digital applications; how training for and assessment of GenAI competencies should be undertaken; and how the contextual and situational realities could be accounted for in the use of GenAI. Many (most?) of these individuals are indeed very busy using GenAI (e.g. ChatGPT), either in experimental ways or as a tool augmenting their capabilities; at least, making use of some of the competencies regarding GenAI.
What was needed, was a clear understanding of the phenomenon of generative AI, as something distinctive from AI (and AI literacy) in general. During the second half of 2024, scholars from two institutions in Switzerland presented a generative AI literacy model that meets this demand of users, trainers and organisations.
Annapureddy and colleagues from the IDIAP Research Institute and the EPFL did a comprehensive literature survey on GenAI literacy and related topics and identified twelve specific competencies that define the concept of ‘generative AI literacy’. They follow a widely accepted approach in understanding competencies in terms of knowledge, skills, abilities and behaviours.
The ordering of the competencies in their competency model (as below) is purposeful and follows a logical progression that corresponds to a structured learning path. Competency 12 gives expression to the need to develop the ability to continuously learn, in what is an emerging area, with changes and progress happening all the time.
The competency model:
(R. Annapureddy et al., Generative AI Literacy: Twelve Defining Competencies. Digit. Gov. Res. Pract. 1, 1 (July 2024). https://www.idiap.ch/~gatica/publications/AnnapureddyEtAl-dgov24.pdf)
This competency model can be used as a framework by academics involved in the development of learning programmes and assessment approaches for GenAI, or the development of subject-based curricula in which GenAI finds its rightful place, next to the other relevant literacies for the digital age. This model accommodates the relevant competencies required for working with GenAI and the paper describes these in sufficient detail. It is the best model presented until now to the academic and education community in general.
Walter Claassen (SARUA Associate)
