- Chief Investigator: Dr Kay Oddone
- Co-Investigators: Dr Kasey Garrison, Krystal Gagen-Spriggs, Marika Simon
- Advisory Partners: State Library of Queensland, State Library of NSW, ALIA Schools
- Academic Partner: Professor Margaret Merga (Southern Cross University)
The rise of generative AI and algorithm-driven platforms is reshaping how children encounter, interpret, and use information. Yet, little is known about how these complex literacies are being taught in primary school settings. This project has been initiated to address that gap. It investigates how teachers and teacher librarians are embedding strategies that help young learners think critically about digital and AI-generated content, and what barriers and enablers shape these practices.
Using a combination of data collection methods, the project explores classroom practices, teaching resources, current policies and the collaborative role of teacher librarians. It asks two central questions:
- How do current teaching practices promote pupils’ critical understanding of algorithmic content and GenAI outputs?
- What barriers and enablers influence teacher integration of critical and algorithmic literacy strategies?
The study will generate evidence to guide professional learning, strengthen digital citizenship, and build resilience against misinformation. Outputs will include high-quality research publications, a creative digital toolkit for teachers, and foundations for a future ARC Linkage Project.
For more information, please contact: Kay Oddone koddone@csu.edu.au
