This AI Literacy Review covers AI literacy as LinkedIn’s fastest-growing skill, U.S. Space Force’s AI strategic action plan, China’s mandatory AI classes in Beijing, analysis of LibGuides and how AI will transform librarianship, University of Sydney’s Canvas site on AI, Texas A&M’s partnership with Perplexity, Yale’s AI literacy framework, AI literacy in business, composition, and engineering courses, Paulo Freire’s critical pedagogy and AI in education, and more.
General
A Canada-U.S. survey 2025 North American AI Outlook Report by AI litigation company Alexi finds that 47% of respondents think that AI will be less biased than humans in the future, 72% support AI literacy in school curriculum, 44% think AI will take over monotonous tasks, and 35% believe AI will be able to do most tasks in the legal field by the end of 2025.
In LinkedIn Skills on the Rise 2025: The 15 fastest-growing skills in the US, AI literacy is listed as the #1 skill, encompassing common job titles of software engineers, product managers, and CEOs and common industries of tech, higher education, and IT consulting. LinkedIn reports since that both technical and nontechnical people are listing AI as a skill, they renamed it to AI literacy to reflect the use of Gen. AI tools.
In the LSEG Sustainable Growth podcast episode Human capital: AI literacy and the green skills deficit, Janine Chamberlin from LinkedIn and host Jane Goodland from LSEG discuss trending workplace skills including AI literacy and green skills.
In AI literacy as a crucial skill in the digital age, Bart Brouwers writes about Dr. Meike Nauta from Datacation and her work to support AI upskilling and make AI understandable to everyone through continuous education.
Government
The U.S. Space Force publishes its Data and Artificial Intelligence FY 2025 Strategic Action Plan which recognizes a need for digital fluency and AI literacy to employ AI tools for operational challenges.
Libraries
In the article Promoting AI Literacy Through U.S. Academic Libraries: An Analysis Of LibGuides From ARL and Oberlin Group Libraries Using the EDUCAUSE AI Literacy Framework, authors Ko Chun Ru and Rong Tang examine 70 Gen. AI LibGuides from academic libraries and propose improvements to the EDUCAUSE AI literacy framework. They find that most LibGuides emphasize foundational AI tools and responsible use rather than technical competencies.
In How AI Will Transform Libraries & Librarianship 2025-2035? Carlo Iacono explores how librarianship could evolve in the coming decade as AI usage increases, including potential new roles such as AI literacy specialists and algorithmic accountability officers.
Michelle Shea, Kelly Williams, and Dawndrea Casey from the University Library at Texas A&M present a conference session at Library 2025 on Teaching AI Literacy Through Digital Tutorials and Workshop Instruction, recorded for YouTube.
AI Literacy in the Future of Libraries: Adapting to a New Information Landscape from LibLime looks at the need to redefine information literacy for the AI age as well as prepare librarians.
Education
China is making AI classes mandatory in schools in Beijing starting in September 2025, with a minimum of 8 hours of AI class a year and the option to integrate AI subjects with current classes or have special AI classes.
Danny Liu at the University of Sydney announces the launch of the Canvas site AI for Educators to help support the responsible use of Gen. AI in teaching and learning. The site is Creative Commons-licensed (BY-NC) and includes information about their two-lane assessment framework.
Twinkl’s first Annual AI in Education Survey had over 10,000 teacher respondents from the UK and US and found that around 60% are using AI for work, 80% agree AI helps them save time, and 67% think it reduces stress.
Texas A&M University announces a partnership with Perplexity to bring the AI search engine product to all students and staff as part of several AI initiatives including AI dissertation and business plan competitions.
Yale Library and the Yale Poorvu Center for Teaching and Learning draft an AI literacy framework to assist faculty in using Gen. AI in the classroom for course design and assignments. It employs four domains: understand, use, evaluate, and analyze, and builds on previous frameworks.
Marquette University’s Dean of Business Administration James H. Keyes announces a new required AI literacy course and plans for an applied AI major that will help prepare students and ensure AI is used ethically.
In What is Critical AI Literacy? And what should writing teachers be teaching about AI? Annette Vee writes about critical AI literacy in relation to first-year composition courses.
Adobe Digital Literacy Café hosts an online panel discussing the role of AI literacy in higher education and how it could be integration into curriculum and learning outcomes, featuring Dr. Magdalena Barrera, Dr. Megan Workman, and Dr. Bob Karen. They cover AI’s impact on first-generation students, ethics, and human-centered skills.
In the article Navigating the landscape of AI literacy education: insights from a decade of research (2014–2024), authors Yuqin Yang et al. map the recent landscape of AI literacy education and include insights about a rapid growth phase, an interdisciplinary nature, and key research themes such as data literacy and computational thinking.
In the article A Generative AI Learning Module for Generative AI Literacy in a Biomedical Engineering Classroom, authors Xianglong Wang, Tiffany Marie Chan, and Angelika Aldea Tamura from the UC Davis Biomedical Engineering department discuss the results of a one-hour module on chatbots in a machine learning course in terms of making the topic of Gen AI more approachable for students and helping them achieve AI literacy.
In Generative AI Literacy: A Proposed Way Forward, Stefanie Beninger, Alex Reppel, Julie Stanton, and Forrest Watson write about their research into preparing marketing students with Gen. AI literacy through pedagogical interventions that cover three key aspects: understanding, usage, and evaluation of outputs.
In Schools Are Failing AI Literacy and a Study Just Proved It, James O’Hagan reviews a report from Anthropic on training AI models to manipulate human oversight, and argues that schools need to move past treating AI literacy like a set of functional skills and do more to emphasize the critical thinking and related skills to interrogate AI as a power system.
Christyna Serrano publishes an interactive article titled Empowering Education in the Age of AI: Moving Beyond the Banking Model with Freire’s Problem-Posing Approach which examines the intersection of Paulo Freire’s critical pedagogy and AI in education.
The UK Government’s Curriculum and Assessment Review Interim Report is released, the first since 2011, and finds four areas to focus on for improvement, including the need for the curriculum to respond to social and technological change such as AI that demands more media literacy, critical thinking, and digital skills.
Academic publisher Routledge offers pre-orders for the book Teaching and Learning in the Age of Generative AI Evidence-Based Approaches to Pedagogy, Ethics, and Beyond, edited by Joseph Rene Corbeil and Maria Elena Corbeil. It covers topics including ethical use, institutional policies, impacts, and future implications through 2040.
Kimberly Becker and Jessica Parker offer a free webinar in celebration of National AI Literacy Day titled AI Literacy 101: From Intimidated to Informed on March 28, 2025 12pm Eastern time.
In The Hidden AI Poisoning That Shapes Our Children’s Knowledge for TechWise Parenting, Clara Lin Hawking writes about deliberate efforts to put in biased or misleading content into online sources such as Wikipedia that will then affect AI tools such as chatbots.
Nick Potkalitsky launches a unit in his Possibility Literacy Toolkit on pattern spotting, with practical activities that build students’ AI literacy. (see Nick Potkalitsky’s Linked post)
Arafeh Karimi posts about the issues in AI professional development for teachers and how it needs to move beyond being reactive and instead be embedded, pedagogy-driven, and collaborative between teachers, students, and AI. (see Arafeh Karimi’s LinkedIn post)
