User-Developer-Critic (UDC) Perspectives in AI Literacy Framework Documents

AI literacy is increasingly discussed but does not have an agreed-upon definition or operationalization, specifically for curriculum and instructional design guidance. Different groups have tried to address this by producing framework documents that articulate key ideas and activities for AI literacy. In order to help characterize the broad set of AI literacy frameworks that are emerging, Lee and Long [1] proposed the User-Developer-Critic (UDC) perspective space model as a meta-framework. UDC posits that AI literacy frameworks exist in a space with emphases on the perspectives of users, developers, and critics. To illustrate one use of this meta-framework, this paper presents a keyword analysis of five framework documents relative to the three perspectives of UDC. In doing this analysis, some differences appear between framework documents, such as more or less emphasis on developer perspectives and ideas about the mechanics of AI technology. Additionally, critic perspectives are present, but do not appear to be dominant in any of the framework documents.