• he OECD offers its current definition of Media & AI Literacy as “the set of competencies to interact with digital content and platforms effectively, ethically and responsibly.”
• By mixing media literacy and AI literacy, the OECD has set itself a significant challenge.
• Media educators, for example, have long sought to position media literacy in terms of the “3Cs” of consumption, creation, and critique
• And in the current political context, AI is not simply a “tool” for new forms of creativity and consumption, but a profoundly political technology requiring particular critical literacies.
• The illusion of understanding—the belief that being able to prompt a chatbot effectively constitutes deep knowledge—may be more dangerous than ignorance.

• It is now, through the AI literacy test, exerting its political authority over how AI skills are to be defined and valued.

  Its aim is to produce a globally standardized definition of AI literacy that is likely to erase nuance and diversity in approaches
• It will require AI literacy to be broken down into a series of measurable units which can feature as testable items

• As such, the assessment is not expected to be a conventional test, but organized as simulations making use of accessible existing “tools.” It will mobilise such tools to test a specifically defined “model” of AI literacy and its componentized “competencies.”

• AI literacy must become AI literacy-as-numbers, subject to techniques of metrology and amenable to comparison.
• It’s not hard to imagine there being eventual winners in the AI literacy rankings
• As with all OECD tests, the significance of the AI literacy assessment is not necessarily the quantitative results it will produce in more than half a decade’s time. It’s the activity that it incites in education systems in anticipation of the assessment. The existence of a test animates significant efforts to prepare students to take it.
• Audrey Watters argues that the kind of AI literacy promoted by the order serves governmental and commercial interests, but is likely to lack any criticality due to the US administration’s hostility to ideas about bias and discrimination.

• the AI literacy framework may focus centrally on skills of AI use (“learning to prompt” as the new “learning to code”) than any critical engagement with AI as a social and public problem.
• AI literacy can appear as a kind of technical training in efficient AI use—what I’ve elsewhere called “pedagoGPT” courses and classes
• digital literacy has become a powerful way of governing both teachers and students in schools.
• Educators and leaders may feel compelled to act on the OECD/EC/code.org framework in order to perform effectively on the test.
• AI literacy-as-numbers could make acting on AI a central preoccupation of schooling systems
• The OECD’s efforts should be understood as an attempt at infrastructuring AI literacy. Infrastructuring AI literacy means building, maintaining and enacting a testing and measurement system that will not only enumerate AI competencies, but make AI literacy into a central concern and objective of schooling systems

• They would have to perform to the measurement standards embedded in the infrastructure, following the prescriptions of the AI literacy framework, in order to “count.”

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• The
• PISA 2029 Media & Artificial Intelligence Literacy (MAIL) assessment
• Today it is easier than ever to engage in social, cultural, and political action.
• Information online is not always reliable, as media content can easily be plagiarized and reinforce biased perspectives.
• generative Artificial Intelligence (AI)
• the integration of media literacy programs into education curricula,

• The new PISA 2029 Innovative Domain on Media & Artificial Intelligence Literacy (MAIL) aims to be an instrument to support the assessment of these evidence-based interventions. It is currently defined as the set of competencies to interact with digital content and platforms effectively, ethically and responsibly.

   
• his new assessment is envisioned as a simulated environment that would allow the collection of evidence for multiple competencies of the literacy model.
• The results of the PISA 2029 Media & Artificial Intelligence Literacy (MAIL) assessment are expected to be available in December 2031.
• The first draft of the PISA 2029 Media & Artificial Intelligence Literacy (MAIL) assessment and analytical framework is expected to be available in December 2025.

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• April 29, 2025
• the OECD and the European Commission are joining forces to develop an AI Literacy framework. This framework will outline the knowledge, skills and attitudes that will adequately prepare students in primary and secondary education.
• supported by Code.org and leading international experts
• At its heart is the integration of AI literacy across school subjects. This includes teaching students to use AI tools as well as how to co-create with them and reflect on responsible and ethical use
• In mathematics, the study of statistics and probability
• n history and social sciences, lessons can be enriched by discussing the validity of sources as well as the societal and ethical impacts of AI technologies.
• In computer science, students might apply responsible and ethical design principles when training AI models. 
• The framework outlines ways to foster critical thinking, creativity and the examination of the ethical implications of AI, while encouraging innovative use.
• human ingenuity and social and emotional abilities remain irreplaceable
• all students and teacher
• A draft of the AI Literacy framework will be released on May 22, 2025.
• The final version will be released in 2026 and will include high-quality examples.

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• Diana Laurillard uses this video to introduce the Conversational Framework and the six types of learning it embraces.

   

   

   

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• Die „Digitale Drehtür“ ist entstanden als eine länderübergreifende Bildungsinitiative, die sich im Zuge der Pandemie im Jahr 2020 aus einer Gruppe von acht Vertreter:innen aus Landesinstituten entwickelt hat
• Gruppe, die sich LI-8 nannte
• interessengleitete und selbstgesteuerte Lernen im Regelunterricht über digitale Lernangebote zu ermöglichen
• Die Idee war es, den Schüler:innen entlang ihrer jeweiligen Interessensgebiete eine Drehtür zu öffnen
• allen Kindern eine bildungsgerechte Chance zu bieten, ihre Potenziale und Begabungen zu entfalten. So breit wie die Begabungen der Kinder, sollten auch die Themen sein
• komplexes Lernen, Entdeckerlust und hohe Leistung
• ein hochkompetentes und engagiertes Team. Ein kreatives Biotop, welches in der Lage ist, diese Vision planvoll, strukturiert umzusetzen. Unser Team ist eine bunte Mischung, bestehend aus Wissenschaftler:innen, Pädagog:innen, Sozialpädagog:innen, Ingenieur:innen, Designer:innen, Journalist:innen und Didaktiker:innen.
• Menschen im „New-Work-Kosmos“,
• Schulen zu transformieren

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• Es war eine Zeit, in der man noch sehr deutlich die Schallwellen der Declaration of the Independence of Cyberspace spürte. Die Erzählungen kreisten um die befreiende Kraft des Internet und der Netzwerktechnologien – Befreiung von Aufsicht und Kontrolle von Staaten durch die Inanspruchnahme eines neuen, unregulierbaren digitalen Raums
• Die Hacker-Ethik, die das Credo ‚Informationen sollten frei sein‘ vertrat, bildete eine bedeutende kulturelle Wurzel der emanzipatorischen Bewegung des frühen Internets.

• Die Geschichte lässt sich aber auch aus einer rechtlich unbedenklichen Perspektive erzählen, als Open-Educaton-Utopie (ich komme darauf später zurück).

• Diese Geschichtsvergessenheit ist, zu einem geringeren Teil, auch im Open-Education-Diskurs anzutreffen, in Bezug auf die in den 1960-er und 1970er-Jahren unternommenen Versuche, Bildungsstrukturen und -institutionen zu öffnen. Aus den „alten“ Ideen und Projekten können wir lernen und auf die heutige Zeit und die aktuellen Herausforderungen übertragen.

• Während die Werte, die sich in der Frühphase des Internet herausbildeten und die um Freiheit, Partizipation und Egalität kreisten, für die Open-Education-Bewegung weiterhin eine Utopie darstellen, hat sich der Rest des Internet in das Gegenteil verkehrt.
• Nick Couldry und Ulises A. Mejias führten hierfür den Begriff „Datenkolonialisierung“ ein
• Eine andere radikale Differenz betrifft den Umgang mit Daten aus Bildung, Kunst und Kultur. Die Open-Education-Bewegung und verwandte Initiativen in der Forschung betonen den respektvollen und wertschätzenden Umgang mit von Menschen erstellten Inhalten.
• Kontrast zur Vereinnahmung digitaler Daten durch große Konzerne dar
• Resources erinnern uns daran, dass Wissen als gemeinschaftliches Gut behandelt werden sollte – nicht als exklusives Eigentum.
• Diese Vision der Open-Education-Bewegung bleibt ein wichtiger Gegenentwurf

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