Navigating media and information literacy in the age of AI : A view from Sweden
Sundin, Olof LU
(2025)
Colloque 2025 : Éduquer dans un monde incertain : un enjeu mondial, 2-4 juillet 2025. Educating in an uncertain world: a global challenge
In Revue internationale d'éducation de Sèvres
p.1-1
- Abstract
- Teachers are now encouraged to use generative artificial intelligence (GenAI) tools to complete various school-related administrative tasks, with the promise of saving considerable amounts of time and effort. Drawing on interviews from 57 teachers across eight schools in Sweden and Australia, this paper explores teachers’ experiences when working with GenAI. In particular, it focuses on the large amounts of work that teachers put into reviewing, repairing and sometimes completely reworking AI-produced outputs that they perceive to be deficient. Rather than reflecting teachers’ lack of skill in prompting GenAI effectively, the paper shows how this work foregrounds the educational limitations and frailties of AI and other automated... (More)
- Teachers are now encouraged to use generative artificial intelligence (GenAI) tools to complete various school-related administrative tasks, with the promise of saving considerable amounts of time and effort. Drawing on interviews from 57 teachers across eight schools in Sweden and Australia, this paper explores teachers’ experiences when working with GenAI. In particular, it focuses on the large amounts of work that teachers put into reviewing, repairing and sometimes completely reworking AI-produced outputs that they perceive to be deficient. Rather than reflecting teachers’ lack of skill in prompting GenAI effectively, the paper shows how this work foregrounds the educational limitations and frailties of AI and other automated technologies–with teachers having to act on a wide range of complex professional judgements around pedagogical appropriateness, social relations and overall educational value to bear on AI-generated content. The paper concludes by considering the need to challenge ongoing industry and policy claims around the labour-saving benefits of artificial intelligence in education, and instead focus on the ways in which these technologies are dependent on the hidden labour of humans to co-produce the illusion of automation. (Less)
- Abstract (Swedish)
- Abstract in French:
Le système éducatif suédois met, depuis des décennies, l’accent sur l’importance de l’évaluation critique de l’information. Néanmoins, les approches d’évaluation de l’information mises en œuvre demeurent insuffisamment développées d’un point de vue analytique. Cet article porte sur deux défis essentiels auxquels sont confrontés les établissements scolaires pour préparer les jeunes à affronter les conflits de vérité d’une société numérique : que signifie être critique à l’égard de l’information dans une infrastructure numérique de plus en plus façonnée par les algorithmes, la « datafication » et les contenus générés par l’intelligence artificielle (IA) ? Comment mettre en œuvre une évaluation critique des sources,... (More) - Abstract in French:
Le système éducatif suédois met, depuis des décennies, l’accent sur l’importance de l’évaluation critique de l’information. Néanmoins, les approches d’évaluation de l’information mises en œuvre demeurent insuffisamment développées d’un point de vue analytique. Cet article porte sur deux défis essentiels auxquels sont confrontés les établissements scolaires pour préparer les jeunes à affronter les conflits de vérité d’une société numérique : que signifie être critique à l’égard de l’information dans une infrastructure numérique de plus en plus façonnée par les algorithmes, la « datafication » et les contenus générés par l’intelligence artificielle (IA) ? Comment mettre en œuvre une évaluation critique des sources, lorsque celles-ci sont de plus en plus difficiles à identifier dans un paysage numérique où l’IA est omniprésente ? (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/f4b26fae-6ba6-48f8-97e7-74f3ff3e0a96
- author
- Sundin, Olof
LU
- organization
- alternative title
- L’éducation à l’information et aux médias à l’ère de l’intelligence artificielle (French title) : Un point de vue suédois (French subtitle)
- publishing date
- 2025
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- media andinformation literacy, generative ai, sources, education
- in
- Revue internationale d'éducation de Sèvres
- issue
- 4
- pages
- 8 pages
- conference name
- Colloque 2025 : Éduquer dans un monde incertain : un enjeu mondial, 2-4 juillet 2025. Educating in an uncertain world: a global challenge
- conference location
- Sèvres, France
- conference dates
- 2025-07-02 - 2025-07-04
- DOI
- 10.4000/146wg
- project
- Researching the transforming landscape of information seeking. AI technologies and learning in Swedish schools
- language
- English
- LU publication?
- yes
- id
- f4b26fae-6ba6-48f8-97e7-74f3ff3e0a96
- date added to LUP
- 2025-06-26 11:34:40
- date last changed
- 2025-08-22 16:04:09
@article{f4b26fae-6ba6-48f8-97e7-74f3ff3e0a96,
abstract = {{Teachers are now encouraged to use generative artificial intelligence (GenAI) tools to complete various school-related administrative tasks, with the promise of saving considerable amounts of time and effort. Drawing on interviews from 57 teachers across eight schools in Sweden and Australia, this paper explores teachers’ experiences when working with GenAI. In particular, it focuses on the large amounts of work that teachers put into reviewing, repairing and sometimes completely reworking AI-produced outputs that they perceive to be deficient. Rather than reflecting teachers’ lack of skill in prompting GenAI effectively, the paper shows how this work foregrounds the educational limitations and frailties of AI and other automated technologies–with teachers having to act on a wide range of complex professional judgements around pedagogical appropriateness, social relations and overall educational value to bear on AI-generated content. The paper concludes by considering the need to challenge ongoing industry and policy claims around the labour-saving benefits of artificial intelligence in education, and instead focus on the ways in which these technologies are dependent on the hidden labour of humans to co-produce the illusion of automation.}},
author = {{Sundin, Olof}},
keywords = {{media andinformation literacy; generative ai; sources; education}},
language = {{eng}},
number = {{4}},
pages = {{1--1}},
series = {{Revue internationale d'éducation de Sèvres}},
title = {{Navigating media and information literacy in the age of AI : A view from Sweden}},
url = {{https://lup.lub.lu.se/search/files/225653441/Sundin_eng.pdf}},
doi = {{10.4000/146wg}},
year = {{2025}},
}