Existing institutional AI literacy frameworks converge on a consumer model with no substantive treatment of training data politics or governance participation¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Across four publicly available AI literacy frameworks (U.S. Department of Labor, Penn State, UNESCO, EC/OECD), competencies are organized around operational proficiency, output evaluation, and responsible use, omitting training data politics, governance participation, and structural conditions of AI knowledge production. → Brady D. Lund and Zoë Abbie Teel 2026

Evidence¶

Brady D. Lund and Zoë Abbie Teel 2026¶

Brady D. Lund and Zoë Abbie Teel. (2026). AI Literacy: An Exercise in Power-Knowledge. University of North Texas. https://arxiv.org/abs/2607.27547 doi:10.48550/arxiv.2607.27547

q1 · i? · theoretical · r3

Theoretical analysis of four publicly available AI literacy frameworks spanning government, higher education, intergovernmental, and global economic institutions. The authors' comparative reading finds "the pattern is consistent" across all four, though they note the frameworks differ in ambition, with UNESCO framing students as co-creators and Penn State attending to equity, labor, and democracy.

"Across all four, the pattern is consistent: competencies are organized around operational proficiency, output evaluation, and responsible use, with no substantive treatment of training data politics, governance participation, or the structural conditions of AI knowledge production."

Discussion¶

Related Claims¶

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