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← AI PulseJul 31, 2026

Policy · research · Single-source brief

AI Literacy: Reconceptualizing Power-Knowledge and Critical Practice

A paper published on arXiv argues that current AI literacy frameworks, focused on technical competency and responsible use, are insufficient and proposes a reconceptualization based on critical practice and epistemic agency.

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Source · Jul 31, 2026, 4:00 AM · On Illumora · Jul 31, 2026, 4:03 AM

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Read the source →arXiv cs.CY (Computers and Society) — AI Literacy: An Exercise in Power-Knowledge
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A paper published on arXiv on July 27, 2026, titled "AI Literacy: An Exercise in Power-Knowledge," examines existing frameworks for AI literacy. The authors contend that these frameworks, which emphasize technical competency and responsible use, enforce a "consumer" orientation toward AI rather than fostering genuine epistemic agency.

Key Points

  • Generative artificial intelligence is identified as a significant system of knowledge production in contemporary society.
  • Existing AI literacy frameworks are described as insufficient due to their focus on technical competency and responsible-use principles.
  • These current frameworks are argued to enforce a "consumer" orientation toward AI.
  • The paper proposes a reconceptualization of AI literacy as a critical practice.
  • This critical practice aims to equip individuals to evaluate AI systems, resist their structuring assumptions, and participate in their governance.
  • The proposed framework draws upon Foucault's concept of power-knowledge, Freire's pedagogy of critical consciousness, and scholarship of digital literacy.
  • Unequal access to AI tools is presented as recapitulating longstanding epistemic injustices.
  • An empowerment-oriented literacy framework must account for structural inequities.

Context

According to the arXiv paper, the increasing prominence of generative AI in knowledge production raises questions about access and influence. The authors suggest that current approaches to AI literacy do not adequately address these broader societal implications.

Why It Matters

This paper challenges the foundational assumptions of AI literacy, suggesting that a shift in perspective is necessary for individuals to engage with AI beyond mere consumption. It implies that builders and educators should consider frameworks that empower users to critically assess and influence AI systems, rather than solely focusing on operational skills or ethical guidelines.

What To Do

  • Note the paper's argument regarding the limitations of current AI literacy frameworks.
  • Consider the implications of a "consumer" versus "epistemic agency" orientation in AI education.
  • Watch for further development of the proposed three-part framework for AI literacy.
  • Reflect on how unequal access to AI tools might perpetuate epistemic injustices.