【Article by Master’s Program in Global Communication and Innovation Technology (GCIT)】

In an era driven by generative AI and algorithmic systems, cultivating public literacy in these technologies has become a critical issue across global education and communication fields. On October 17, the Master’s Program in Global Communication and Innovation Technology (GCIT) at National Chengchi University (NCCU) hosted two distinguished scholars from the University of Erfurt, Prof. Leyla Dogruel and Prof. Sven Joeckel, for a guest lecture titled “Fostering Algorithm and AI Literacy: Conceptualization, Measurement, and Intervention.”
The speakers shared their ongoing research and insights into how education can enhance society’s overall digital literacy and bridge the digital divide.

Prof. Leyla Dogruel, Professor of Communication at the University of Erfurt, specializes in how digitization and automation are reshaping both societal and individual communication. She previously served as an assistant professor at Johannes Gutenberg University of Mainz and earned her Ph.D. in communication studies from Freie Universität Berlin. Prof. Sven Joeckel, also from the University of Erfurt, is Professor of Communication focusing on children, adolescents, and media. He directs the MA in Children, Adolescents and the Media program, with research spanning media literacy, digital privacy, and gender issues.

The lecture was moderated by Distinguished Professor Trisha Lin, Director of GCIT. Together, the two German scholars engaged the audience in a stimulating and interdisciplinary academic dialogue that blended theoretical and empirical perspectives.

 

Four Dimensions of Algorithm Literacy: From Awareness to Action

Professor Dogruel opened the session by presenting a theoretical framework for algorithm literacy. Drawing from related fields like media and privacy literacy, she identified four key dimensions: Awareness and Understanding, Critical Evaluation, Coping Strategies, and Creative Integration.

"Cognitive awareness is the foundation," she emphasized. "Only by understanding how algorithms function can users critically assess their risks and benefits."

Her research team also developed a standardized measurement tool with 22 true/false questions designed to assess individuals’ algorithm literacy in areas such as social media, navigation systems, and e-commerce platforms.

 

Can Literacy Empower Civic Engagement?

Professor Joeckel continued the discussion by examining the real-world impacts of algorithm literacy.

"Media literacy research often assumes that increased literacy leads to better outcomes—but what exactly are those outcomes?" he asked.

Their research focused on digital civic participation, revealing a clear positive correlation between algorithm literacy and civic engagement. Notably, formal education level no longer directly determined digital participation; instead, algorithm literacy acted as a mediating factor.

"You can’t change someone’s degree," he said, "but you can improve their literacy. That makes closing the digital divide an achievable educational goal."

He also shared findings from a randomized controlled trial in which 500 German internet users watched a two-minute educational video about algorithms. Follow-up results two weeks later showed a small but statistically significant increase in knowledge.

"It’s not a vaccine—you won’t see immediate immunity," Professor Dogruel joked, "but it proves that educational interventions can work. The key is consistency."

 

Youth and AI: Misconceptions and Understanding Gaps

The second half of the lecture focused on teenagers’ understanding of AI, based on a four-year project titled AlLiS, which uses interviews and focus groups to investigate how German youth perceive AI.

"A 17-year-old named Christina told us AI is like Google—just smaller," said Professor Joeckel. 

Another student believed that algorithmic bias stemmed from programmers’ intentional coding, rather than from the underlying data. Some assume AI is inherently neutral and objective.

These findings highlight a lack of critical reflection among youth when it comes to AI bias and hallucinations.

Even the global implications of AI are often misunderstood. One student dismissed ChatGPT’s energy usage, saying, “That happens in the U.S., it doesn’t affect us in Germany.”

"This ‘geographic detachment’ reflects a broader gap in understanding global tech accountability," Joeckel noted.

 

Co-Creation: Designing AI Literacy with Youth

One of the defining features of the ALICE project is its co-creation model, which invites youth, educators, and open education developers to jointly design AI literacy curricula.
"We don’t decide for them," Joeckel explained. "Instead, we ask: Do you want TikTok videos? Workshops? Or to write your own code?"

The program will be tested in real educational settings in 2027, with broader integration into formal and informal learning systems planned for 2028.

The lecture drew strong attendance from GCIT faculty and students.
GCIT student Joy Lin shared: "I gained valuable insights into AI governance and media literacy. These findings are crucial for the future, especially since AI is evolving rapidly—our learning must evolve too."

The post-lecture discussion also touched on global digital inequality, particularly between the Global North and South.

"Ethiopia has over 100 million people but only two content moderators—both based in Nigeria," Joeckel observed. "This highlights how major tech companies overlook the Global South."

Still, he offered a note of hope: "While I’m pessimistic about the current state of affairs, the democratization of AI may eventually allow the Global South to build its own AI ecosystems in the next two decades."

This lecture deepened participants’ understanding of algorithm and AI literacy while demonstrating GCIT’s commitment to global academic exchange and critical thinking education. It laid the groundwork for cultivating a new generation of talent equipped with digital citizenship and a global mindset in the AI era.

 

 

[全球傳播與創新科技碩士學位學程獲文化部與教育部高等教育深耕計畫補助。]