Communication Dans Un Congrès Année : 2025

Information and Media Education in the Age of GAI, Challenges and Perspectives

Yolande Maury

Résumé

Recent advancements in artificial intelligence (AI), such as ChatGPT, DeepSeek and other generative AI technologies, have significantly transformed the information landscape, bringing both opportunities and challenges in everyday life as in education. These tools, capable of performing complex tasks and creating new content (e.g., generating human-like text, audio, images), have provoked mixed reactions among educators. Some of them see these developments as a chance to innovate and enhance teaching methods, creating a more dynamic, creative, and interactive learning environment Others are concerned about their impact on academic integrity and the possible decline of human creativity and critical thinking. With their improper use they can be used to produce misleading or malicious information, leading to the spread of fake news and harmful information (Trust, 2023). Given this evolving information landscape, UNESCO (2025, 2022) considers that AI “holds great promise for education, but only if it is deployed in a safe and ethical way”. The organization is focused on providing support and resources to ensure that teachers and students acquire the essential skills needed to navigate this ever-changing information landscape so that AI can benefit everyone, everywhere. In this way, these necessary skills and knowledge are gradually being integrated into standards and curricula, even though, as Michael Flierl (2024) notes, existing information and media education (IME) does not seem adequately equipped to address the challenges posed by new developments in AI. IME is defined as a pluralistic education that takes into account all forms of information and media, whatever the technology used, and all forms of access to information, including librariesand the Internet (Maury, 2017). Should the response be to tegulate, promote, or protect? What about in the French school context? To introduce this conceptual and reflexive paper, we will first review the recent literature on AI, in particular conversational and generative AI in terms of its opportunities and risks (perceived or experienced) in education. We will then put this into perspective with institutional reference texts and identify guidance documents such as programs, accompanying texts, productions of digital thematic groups (#GTnum), and extracts from reports. Such documents inform the content and implementation methods of IME in curricula. An analytical reading of the data should make it possible to identify how and to what extent the choices made. Specifically, a close reading helps identify the areas and issues to be addressed by teachers and teacher librarians who may contribute to solving the “problems” mentioned above. Such an analysis will help clarify what content is missing, thus opening up perspectives for the future of IME.

HAL

Cite hal-01591765 Article Yolande Maury. Education à et littératie. Introduction. Les Cahiers de la SFSIC, 2017, 14, pp.143-147. ⟨hal-01591765v2⟩

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Dates et versions

hal-05309965 , version 1 (11-10-2025)

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  • HAL Id : hal-05309965 , version 1

Citer

Yolande Maury. Information and Media Education in the Age of GAI, Challenges and Perspectives. Information Literacy in an AI-driven World. The ninth European Conference on Information Literacy (ECIL),, InLitAs – Information Literacy Association, Sep 2025, Bamberg University, Bamberg, Germany. ⟨hal-05309965⟩

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