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Digital Promise AI Literacy Brief Series

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Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description

A series of Digital Promise implementation briefs that provides audience-specific AI literacy recommendations, strategies, examples, and equity considerations for PK-12, postsecondary, workforce, and informal learning settings.

Components

  • Digital Promise brief series on implementing AI literacy for four audiences: Digital Promise developed a series of briefs with AI literacy recommendations for PK-12 education, postsecondary education, the workforce, and informal learning environments (the last noted as coming soon). The briefs "offer concrete strategies, implementation examples, and contextual considerations designed to help leaders make informed decisions that advance both innovation and equity in their communities." The series was developed with a technical working group, educator and student listening sessions, and an AI usage disclosure describing limited, human-led AI assistance. (Ruiz et al. (2025))
  • AI literacy for educators as competency in how AI works, its data collection, and data use: The brief defines educator AI literacy as "general competency around how AI works, the types of data it collects, and how that data can be used." This framing organizes its recommendations: understanding system effectiveness and biases, data privacy, and ethical selection and use of AI systems in classrooms. (Jackson et al. (2021))
  • Six AI Literacy Practices for understanding and evaluating AI: The framework enumerates six actionable practices: Algorithmic Thinking, Abstraction & Decomposition; Data Analysis & Inference; Data Privacy & Security; Digital Communication & Expression; Ethics & Impact; and Information & Mis/Disinformation. These are 'actionable skills that learners can demonstrate' and 'define how users can Understand and Evaluate AI-enabled tools and how educators can support AI literacy development.' Each practice comes with descriptions and student look-fors, such as identifying how personal information is collected or evaluating the credibility of AI outputs. (Mills et al. (2024))
  • AI literacy as critical understanding, use, and evaluation of AI systems: Digital Promise's AI Literacy Framework defines a learner and educator capability: AI literacy includes the knowledge and skills that enable humans to critically understand, use, and evaluate AI systems and tools to safely and ethically participate in an increasingly digital world. The presentation presents this framework as the basis for rethinking teaching and learning for the AI age. (Judi Fusco et al. (2023))
  • AI Literacy Framework of three interconnected Modes of Engagement: Understand, Evaluate, and Use: The report defines AI literacy as the knowledge and skills that enable people to critically understand, evaluate, and use AI systems and tools. Its framework organizes this into three Modes of Engagement—Understand, Evaluate, and Use—that the authors state 'happen concurrently and together support robust engagement in AI literacy.' The framework is underpinned by Core Values (Human Judgment and Centering Justice), six AI Literacy Practices, and three Types of Use, giving educational leaders a structure to adapt AI literacy programs to their specific audiences. (Mills et al. (2024))
  • AI Literacy Framework's three Modes of Engagement: Understand, Use, Evaluate: The report presents Digital Promise's AI Literacy Framework as three interconnected Modes of Engagement supporting educators and students. It states the framework 'establishes three Modes of Engagement to support educators and students engaging in AI literacy': Understand (acquiring basic knowledge of what AI can do and how it works), Use (interacting, creating, and problem-solving with AI across contexts), and Evaluate (centering human judgment and justice to critically consider benefits and costs of AI). The report argues hands-on experience with both cloud-based and locally-run LLMs helps students move through these modes rather than remaining passive users. (Schiner (2025))

Claims

Key Sources

  • Ruiz, P., Liberman, B., Karim, S., Dallas, D., Zachariah, I., Peters Hinton, V., Chillmon, C., & Gonzales, L. (2025). Implementing AI literacy across learning environments: A series of briefs. Digital Promise. https://doi.org/10.51388/20.500.12265/268
  • Jackson, T., Pakhira, D., Fusco, J., Ruiz, P., Lekshmi Narayanan, A. B., Glazer, K., Eaglin, P., & Eguchi, A. (2021). School Policies for Integrating AI in Classroom Practices. CIRCLS. https://circls.org/reports/ai-policy
  • Mills, K., Ruiz, P., Lee, K., Coenraad, M., Fusco, J., Roschelle, J., & Weisgrau, J. (2024). AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology. Digital Promise. https://doi.org/10.51388/20.500.12265/218
  • Judi Fusco, Pati Ruiz, Jeremy Roschelle. (2023). Artificial Intelligence and the Future of Teaching and Learning. Digital Promise presentation. https://tech.ed.gov/ai/
  • Judi Fusco, Pati Ruiz, Jeremy Roschelle. (2023). Ethics, Artificial Intelligence, and Digital Equity: Making Informed Decisions about the Integration of AI. https://digitalpromise.org/digital-equity/
  • Schiner, N. (2025). Empowering the future: powerful technology for powerful AI teaching and learning [Project report]. Digital Promise. https://doi.org/10.51388/20.500.12265/261
Page metadata
Field Value
type product
id digital-promise-ai-literacy-brief-series
title Digital Promise AI Literacy Brief Series
description A series of Digital Promise implementation briefs that provides audience-specific AI literacy recommendations, strategies, examples, and equity considerations for PK-12, postsecondary, workforce, and informal learning settings.
status review
moved_from element/six-ai-literacy-practices, theory/ai-literacy-framework-digital-promise, theory/ai-literacy-framework-three-modes-of-engagement, theory/ai-literacy-modes-understand-use-evaluate-report
product_kind framework
generated by process:settle-candidates on 2026-10-09
trust unverified — no one has confirmed this page's content
sources 3 — mills-2024, judi-fusco-2023, schiner-2025

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