A systematic review of literacies and generative artificial intelligence in education: Evolving concepts, key themes, and directions for future research

The paper presents the results of a systematic review of studies about evolving conceptualizations of literacies in light of the generative artificial intelligence phenomenon. Findings indicate two main groups of studies. There has been a more technicist perspective of AI literacy that highlights the positive transformations of these technologies to literacy practices and users’ needed skills to incorporate and to better take advantage of them. The other group has articulated a more complex and nuanced perspective of AI literacy from a critical point of view, based on the prevalence of human agency and the need to reinforce users' critical thinking and ethical use of the technology. Future research may play a key role in informing the creation of effective pedagogical approaches that integrate GenAI ethically and responsibly, as well as in producing long-term data about the assessment of the impacts of GenAI on literacy development and critical thinking skills.