대학 글쓰기 교육에서의 AI 리터러시 교육 수용 가능성 및 한계

초록

Recently, the importance of AI literacy has been emphasized, and discussions surrounding AI literacy education have been actively conducted. This thesis started with examining whether AI literacy education can be accepted in university writing classes and trying to find a specific plan. Referring to the scalability of the concept of literacy, there is an aspect that I leaned on the optimistic outlook for the intimacy between AI literacy and literacy. It was judged that AI literacy education would be sufficiently connected to literacy education, which has been proposed as an educational goal of writing subjects. After conducting the actual class, the educational effect related to AI literacy competency was reviewed. Overall, it is confirmed that the activities of preparing AI utilization reports and mutual evaluations had not a small educational effect. On the other hand, since the performance in terms of 'learning about AI' was low, it is difficult to evaluate that the goal of this class was that the link between 'learning with AI' and 'learning about AI' was sufficiently established. Another important point is that even if it can be evaluated that learners' AI literacy capabilities have been improved, it cannot be evaluated as an improvement in learners' literacy capabilities. The deepening of book blindness is a serious problem that must be taken as a serious problem in literacy education in writing classes. Therefore, the question of how AI literacy education will be accepted by writing education should begin with a more detailed review of the relationship between AI literacy and literacy.

키워드