Earlier this year, the U.S. Department of Labor (DOL) released a framework for AI literacy. The framework includes five foundational content areas: understand AI principles, explore AI use cases, direct AI effectively, evaluate AI outputs, and use AI responsibly. There is a lot that I could write about AI literacy, but what I want to highlight in this post are the prerequisite skills listed in the framework, with a particular focus on digital literacy.
Why Digital Literacy Matters for AI Literacy
The DOL’s framework states, “AI literacy efforts can only be successful if learners have the foundational tools and access needed to engage with training. For some workers, this may include digital literacy skills, device access, or broadband connectivity.”
Personally, I am fascinated by the inclusion of digital literacy, and I wholeheartedly agree with that statement. I have written about digital literacy over the years and often feel it is not seen as valuable because today’s young people are presumed to be tech-savvy by default.
However, we know that the myth of digital natives has been debunked (Kirschner & De Bruyckere, 2017), and instead, individuals who grow up with technology learn what interests them. They still need to learn about the technology that surrounds them.
This is important because AI literacy can’t develop without these foundational skills. It must be built on top of broader digital skills, access, and understanding.
Defining Digital Literacy
As librarians and information workers, I believe we have a pivotal role to play in helping those in our communities and places of work grow in their digital literacy.
Digital literacy has been defined in numerous ways, but these are the two definitions I find the most useful:
- In 1997, Paul Gilster first coined the term “digital literacy” and defined it as “the ability to access networked computer resources and use them” (p. 1).
- More recently, the American Library Association defined digital literacy in 2024 as “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.”
Digital Literacy Involves Both Cognitive and Technical Skills
Digital literacy is closely connected to information literacy, but it also includes what Gilster highlighted—the ability to use computers. Individuals who are digitally literate can troubleshoot device issues, locate information on their devices, create digital content, and verify digital content.
Digital literacy is “both cognitive and technical.” I think that is important to remember. We must provide support for both practical technical skills and the cognitive aspects of working with digital information.
As AI literacy becomes a prominent need for many, it may behoove us to take a step back and ensure the underlying digital literacy skills are robust enough to support it. This can be done in a few ways.
One approach would be to conduct a needs analysis to identify gaps in digital literacy. Another approach would be to speak with members of your communities to identify what training would be useful.
Building a Stronger Foundation for AI Literacy
I encourage you to have conversations in your communities and workplaces about what digital literacy looks like. Once a picture of a digitally literate person is developed, you will likely know where support is needed.
Overall, the key is to build digital literacy. Without this foundation, AI literacy efforts risk stalling at surface-level adoption rather than meaningful, critical engagement. The goal is not simply to keep pace with technological change, but to equip learners to navigate it thoughtfully and independently.
Sources
- American Library Association. (2024). Digital Literacy. https://literacy.ala.org/digital-literacy/
- Gilster, P. (1997). Digital literacy. Wiley.
- Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142.
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