Letters | Rethinking what it means to be literate in the age of AI

This trend should invite scrutiny, especially with the rise of generative artificial intelligence. Historically, reading has been integral to human advancement, whether it’s the creation of writing systems or the invention of the printing press. However, as we navigate the digital revolution, the definition of literacy itself is evolving.

While the written word remains foundational, the dissemination of knowledge now extends beyond it. Infographics, podcasts, videos and interactive media formats can also be used for educational purposes. Leveraging visual, audio and interactive elements, these formats captivate modern audiences and convey ideas powerfully.

I agree with Dodwell that Programme for International Student Assessment (Pisa) reading scores have referential value for gauging literacy levels. However, I would also argue that this survey should be expanded to reflect the complex realities of our digital age. It could track student proficiency in not just reading, but also navigating and producing multimedia content.

Dodwell’s criticism about oversimplification on social media is apt. The fragments of information students digest coalesce into an accessible yet incomplete picture. Given this reality, there is a dichotomy: remain ignorant or seek a partial understanding that may spark more curiosity. The latter option, though limited, could motivate students to pursue more nuanced knowledge of intricate topics.

In this context, generative AI emerges as a powerful tool to deepen intellectual engagement. It can feed the curiosity sparked by a mere summary, by answering questions and helping students advance from superficial awareness to deeper understanding. Crafting prompts to get the best out of AI tools like ChatGPT is becoming an increasingly valuable skill.