Critical GenAI Literacy: Postdigital Configurations
Chrysi Rapanta, Ibrar Bhatt, Aras Bozkurt, Laura Ann Chubb, Christopher Erb, Ingrid Forsler, Karen Gravett, Marguerite Koole, Tomáš Lintner, Alex Örtegren, Tiffany Petricini, Brian Rodgers, Jack Webster, Xiao Xu, Inger-Marie Falgren Christensen, Nina Bonderup Dohn, Louise Westberg Strejby Christensen, Sandris Zeivots, Petar Jandrić
Abstract
Abstract Critical Generative Artificial Intelligence (GenAI) literacy cannot be reduced to a universal framework. Rather, it must be understood as a constellation of situated literacies, shaped by disciplinary perspectives, socio-political contexts, and technological affordances. This multi-authored article explores the emerging concept of critical GenAI literacy and its postdigital configurations. Fourteen authors contributed with different sections, followed by five author-reviewers who examined the article as a whole. The objective was to invite diverse perspectives, constructive critique, and promote collaborative efforts to develop a clearer and more inclusive understanding of critical GenAI literacy. The introduction focuses on establishing some initial assumptions about what we mean by ‘critical’ in general, and for GenAI literacy in particular, and why a conjunction of postdigital configurations of the construct emerges as an adequate methodological solution. In the main part of the article, some authors focus on the concept of ‘literacies’ as a starting point for their reflection, while others directly examine critical GenAI literacy through a postdigital perspective. We conclude that critical GenAI literacy requires moving beyond technical skills to engage with AI’s epistemological, ethical, and relational dimensions, ensuring learners critically interrogate its role in knowledge production. Future inquiry should focus on integrating this literacy into education in ways that promote social justice, epistemic diversity, and democratic participation.