‘A good question is half the answer:’ a learning-oriented K-12 prompt literacy competency cultivation framework
DOI:
https://doi.org/10.47989/ir31iConf64280Keywords:
Prompt literacy, K-12, Cultivation frameworkAbstract
Introduction. As an emerging key competence, prompt literacy is gradually becoming an essential component of artificial intelligence literacy and is increasingly emphasised in K–12 education. This study aims to construct a learning-oriented K-12 prompt literacy competency cultivation framework.
Method. The framework was theoretically informed by Bloom’s taxonomy, Zimmerman’s self-regulated learning theory, and existing AI literacy frameworks for K–12 students. The framework was then refined through the deductive content analysis based on the semi-structured interview data that were conducted with teachers and students.
Results. The framework comprises three dimensions. (1) Four core competencies: prompt cognition, prompt skills, prompt thinking, and prompt values; (2) three learning objectives: understand, apply, and evaluate; (3) four cultivation stages: observation, emulation, self-control, and self-regulation. The indicators of competencies, specific descriptions of objectives, and corresponding cultivation approaches were also proposed. Ultimately, a stage-based, progressive, and highly actionable guideline for cultivating prompt literacy was developed, which clearly specifies the competencies to be nurtured and the learning objectives to be achieved at each stage.
Conclusion(s). This study contributes to AI literacy education by establishing the first comprehensive framework for prompt literacy cultivation in K–12 students.
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