A Transdisciplinary Course on AI Literacy: From Concept to Reality

Slides accompanying the conference presentation at the 9th European Conference on Information Literacy (ECIL 2025); Bamberg

A Transdisciplinary Course on AI Literacy: From Concept to Reality

Anna C. Véron, Marco E. Weber and Gary Seitz
University of Zurich, Switzerland

Abstract:
The emergence of generative artificial intelligence (AI) technologies has rapidly transformed our landscape of
knowledge creation and communication, raising great opportunities, but also significant challenges, particularly for
students at higher education institutions (Furze, 2024). AI literacy—essentially an extension of information literacy—
has come to the fore as a central skill to ensure the effective and ethical engagement with these new tools. In addition
to providing a foundational understanding of the functional possibilities and limitations, AI literacy aims at fostering
student’s abilities to critically evaluate the provenance of individual tools and models, as well as to consider the broader
societal, environmental, and ethical implications of their use (UNESCO, 2021). To achieve this comprehensive
understanding, perspectives from diverse disciplines must converge, making interdisciplinary collaboration essential
for successful AI literacy training—not only among lecturers but also among students, who bring their own disciplinary
backgrounds and perspectives into the learning process.
This talk introduces the design and implementation of the course “ChatGPT and Beyond: Interdisciplinary Approaches
to AI Literacy” developed by the University Library Zurich and the School of Transdisciplinary Studies at the
University of Zurich, Switzerland. The course aligns with the academic library’s mission to promote information
literacy and aims to equip Bachelor’s and Master’s students from various disciplines with the skills needed to
responsibly navigate and innovate within the rapidly evolving landscape of generative AI.
The seminar-style course features eleven lecturers from a range of disciplines including computational linguistics,
information science, health science, art, and law. We combined flipped-classroom elements and practical workshops
on generative AI tools, alongside discussions addressing critical issues such as societal implications, environmental
concerns, stereotyped or biased content, and the power dynamics embedded in AI systems.
As a preliminary outcome of the course, the student’s assessment portfolios demonstrate that participants develop a
nuanced understanding of AI, becoming equipped to critically assess and apply generative AI tools in ethical and
effective ways.
Finally, we highlight the vital role of academic libraries in promoting both information and AI literacy. Libraries act
as a melting pot for interdisciplinary collaboration, providing spaces where diverse perspectives can come together to
tackle complex challenges. As key facilitators of knowledge and literacy, academic libraries are uniquely positioned
to lead the way in fostering responsible engagement with generative AI technologies.
References
Furze, L. (2024). Practical AI Strategies: Engaging with Generative AI in Education. Melbourne, Australia: Amba Press.
UNESCO. (2021). Recommendation on the Ethics of Artificial Intelligence. Paris. Retrieved 17 August 2025 from
https://unesdoc.unesco.org/ark:/48223/pf0000381137