When Is Critical AI Literacy Critical? Critical AI Literacy Discourse and Principles of Critical Pedagogy

In academic librarianship, calls to teach a version of artificial intelligence (AI) literacy that requires generative AI (GenAI) use are usually accepted as common sense. Most in our profession would agree that libraries and instruction librarians need to respond to technological changes and to help prepare students to engage with the research tools available to them. At the same time, the well-documented costs and harms bound up in the development and use of GenAI technologies are in conflict with the values and goals of many librarians, especially those who align their teaching with critical pedagogy principles like examining systems of power and social and political inequities, investigating assumptions and working for a more just world, and affirming student and teacher agency. To explore current and potential ways to teach about GenAI technologies through a critical pedagogy lens, I examine discourse on (critical) AI literacy and related resources and how they reflect or deflect critical pedagogy principles.