This book presents a scoping review and critical discussion of generative artificial intelligence (AI) literacy within the context of education. The first section explores how generative AI technologiessuch as text generation, image synthesis, and video content creationimpact teaching and learning processes, student engagement, creativity, and critical thinking. The second section addresses the implications and challenges of integrating generative AI into the everyday lives of both young and adult learners, with a focus on ethical considerations, privacy concerns, and potential biases. The third section offers recommendations for policymakers, researchers, and practitioners, along with questionnaires designed to assess generative AI literacy. Through the use of scoping review methodology, the book provides readers with a comprehensive understanding of the current landscape of generative AI literacy in education, as well as the broader impacts and applications of generative AI technologies in educational settings.

Presents empirical evidence on the widely discussed yet underexplored area of generative AI literacy education Provides a theoretical framework outlining key concepts and pedagogical approaches for fostering generative AI literacy Introduces resources on effective teaching and learning strategies in developing students' generative AI literacy

Autorentext

Dr. Davy Ng is currently an Assistant Professor at the Education University of Hong Kong. He has been an IT Panel Head at a local secondary school in Hong Kong and has held Visiting Fellow positions at the University of Southampton, the University of Jyväskylä, and the Hong Kong University of Science and Technology. He holds PhD Education and Technology from the University of Hong Kong (HKU), MEd Educational Psychology, BSc Computer Science, and Postgraduate qualification in ICT Education from the Chinese University of Hong Kong. His research interests lie in the areas of learning sciences and AI technologies, (generative) AI literacy, human-AI interaction, metaverse, STEAM education, and technology-enhanced pedagogic innovation. He has published around 60 articles, many in Q1 journals, and authored a book on AI literacy that obtained the China New Development Award from Springer Nature in 2023. He is the Principal Investigator and Co-Investigator of various projects related to AI learning and in education, aviation, migration, STEM education. He was a recipient of Social Innovation Leadership Award at CUHK, Research Postgraduate Student Publication Award at HKU, and Outstanding Paper Award in an international conference. He has been named in the 2024 Stanford's List of World's Top 2% Scientists in Education. He achieved an h-index of 30 over the years. Professor Samuel Kai Wah Chu is a Professor in the Department of Health Sciences, School of Nursing and Health Studies at the Hong Kong Metropolitan University. Professor Chu is a multi-disciplinary researcher with a diverse background. He obtained a Bachelor of Commerce and a Master of Library Science from the University of British Columbia in Canada. He then completed 2 PhDs in Education – one focusing on e-Learning from University College London, Institute of Education, and the other one focusing on Information and Library Sciences from The University of Hong Kong (HKU). He is an expert in 3 academic areas: (1) Information and Library Sciences (ranked among the top 0.46% of scholars in Information and Library Sciences in 2021 - ranked 60 out of 12,940 scientists in the field worldwide - A study by Stanford University); (2) Education (especially gamified learning) - Professor Chu won his Faculty’s Outstanding Researcher Award as early as in 2013; and (3) Health Sciences - Professor Chu has published numerous journal articles in the area of Health Education / Health Literacy in the past 10 years. In recent years, he has been synergizing the 3 areas and focusing on helping seniors to stay young cognitively, and stay healthy physically, mentally and emotionally. Professor Chu has been involved in over 70 research projects with a total funding exceeding 11 million USD. He has published more than 400 articles and books, with over 126 of them appearing in international academic journals. Professor Chu has received many awards, including the Faculty’s Knowledge Exchange Award in 2016, and the Excellent Health Promotion Project Award from Food and Health Bureau in 2017. He has achieved an h-index of 47 over the years. Dr. Xianghan (Christine) O’Dea is a Senior Fellow of Higher Education Academy, and Senior Lecturer in Management and Technology Education in the Department of Public Services Management and Organisation at King’s Business School, King’s College London. She has more than 20 years of experience in Higher Education as lecturer, researcher, and academic developer. Dr. O’Dea holds a PhD in Education from the University of Hull, and was previously Subject Group Leader (Logistics, Transportation, Operations, and Analytics) at the Huddersfield Business School, University of Huddersfield. Her research focuses on Artificial Intelligence in education (AIEd), with a particular focus on Generative AI and AI literacy, digital transformation, and digital education. She has published her research in high-impact journals, such as Studies in Higher Education, British Journal of Educational Technology, and Fudan Journal of the Humanities and Social Sciences. She has also published featured articles regularly in prestigious media, such as Times Higher Education and Wonkhe. Her recognized expertise in AIEd has led to numerous invitations to deliver workshops and seminars at both national and international level, including some prestigious organizations, such as Quality Assurance Agency for Higher Education (QAA), Society for Research Into Higher Education (SRHE), and Centre for Global Higher Education (CGHE). Dr. Jac Leung is a Lecturer in the Division of Integrative Systems and Design and Associate Program Director of the MSc on Technology, Leadership and Entrepreneurship program at The Hong Kong University of Science and Technology (HKUST). He has attained the Doctor of Education from The University of Hong Kong, MSc in Environmental Engineering, and BSc in Mechanical Engineering. His teaching and research interests include design-based learning, educational technologies, design and systems thinking, AI literacy, and self-determination theory. Dr. Leung is a Fellow of the Higher Education Academy (FHEA) and holds a Fellow member of the Academy of Education Excellence (AEE) at HKUST. He serves multiple academic committees for 2 UG and 2 PG programs in Design and Technology, Innovation and Entrepreneurship, and AI. Dr. Leung is dedicated to promoting human-AI collaboration approaches and AI-assisted design thinking practices. One of his projects was shortlisted for the QS Reimagine Education Award 2024 under the category of Best Use of Generative AI, being ranked top 25% among over 1300 submissions. He is the co-author of the award-winning book AI Literacy in K-16 classrooms. He is the Principal Investigator and Co-Investigator of various projects related to Generative AI in education, collaborative inquiry skills, metaverse, makers education, and sustainability education (sum ~HKD16.4M).

Inhalt

Chapter 1: Introduction.- Part One: Theories - Conceptualizing Generative AI Literacy.- Chapter 2: From AI literacy to generative AI Literacy.- Chapter 3: Literature review.- Chapter 3.1: Theoretical models for Generative AI literacy.- Chapter 3.2: Generative AI and classic literacies.- Chapter 3.3: Generative AI policies across the globe.- Part Two: Practices - Generative AI literacy.- Chapter 4: Generative AI literacy in primary and secondary schools.- Chapter 5: Generative AI literacy in higher education.- Chapter 6: Generative AI…