Huot-Marchand made evaluations within the scope of "World Literacy Day", which is celebrated every year on September 8, with the decision of UNESCO in 1966.
Stating that the definition of literacy as "the ability to read, write, interpret and communicate through texts" has not changed for more than 20 years, but the ways of applying and developing these skills have changed, Huot-Marchand emphasized that today literacy depends not only on written or printed materials but also on the digital field.
“The need for digital and AI literacy is growing in places where people have access to the internet and digital technologies, but access to digital learning opportunities and AI tools is inadequate,” Huot-Marchand said. he said.
Warning that people with limited literacy skills may have difficulty benefiting from the educational, economic and social opportunities offered by digitalization, Huot-Marchand said:
Digitalisation can lead to the risk of many interconnected inequalities emerging due to unequal access to electricity, internet connectivity, digital tools, literacy skills, educational opportunities, digital skills and AI literacy.
"People who lack basic literacy skills may face serious obstacles as they engage in a world increasingly shaped by AI. People who are ill-equipped to deal with both AI and AI-generated information become more vulnerable to disinformation, algorithm bias, manipulation, as well as the risk of exclusion from education, employment and digital services," Huot-Marchand said. made his assessment.
Emphasizing that lawmakers should not see these two areas as "conflicting priorities" regarding the promotion of artificial intelligence and digital literacy, Huot-Marchand underlined that it is important for everyone to acquire basic literacy skills as the infrastructure of education progress.
Stating that "strong" literacy skills will lead to faster adaptation to new skill requirements, Huot-Marchand stated that when these skills are built on a foundation, artificial intelligence and digital literacy can be introduced in accordance with age groups.
Huot-Marchand stated that UNESCO has developed "Competency Frameworks" to support the integration of artificial intelligence learning objectives into the current curriculum and to prepare students for their responsibilities in the age of artificial intelligence.
Huot-Marchand emphasized the importance of education systems informing students about the definition of artificial intelligence, how it works, its risks and limitations, as artificial intelligence and digital technologies are integrated into society. "However, artificial intelligence learning should not occur at the expense of ignoring basic literacy skills." he stated.
Huot-Marchand noted that basic literacy skills are indispensable for the development of artificial intelligence and digital literacy.
Literacy and artificial intelligence
UNESCO sees literacy as the continuum of proficiency in reading, writing and mathematics and the ability to read, write, interpret and communicate through texts.
While the development of artificial intelligence and digital technologies expands the scope of the concept of literacy, it also raises concerns due to the risk of deepening the literacy gap.
With the emergence of artificial intelligence and digital technologies, people's ability to improve their skills in this regard and use them in accordance with moral values and responsibilities has become dependent on their literacy level, ability to understand information and think deeply.
According to UNESCO data, more than 77 percent of illiterate adults worldwide are in Sub-Saharan Africa and South Asia.
