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Facilitator Debrief Guide
Use this after revealing the results on stage. These questions and talking points will help you turn the data into a conversation that lands the key message: "AI literacy is the new basic literacy."
🎙 Opening Questions for the Room
- How did it feel to write that prompt? Was it harder or easier than you expected?
- What information did you leave out — and why didn't you think to include it?
- If you saw a Level 5 prompt right now, would you feel confident writing one?
- What does this tell us about how our children and teachers are likely to use AI?
💡 Key Points to Make on Stage
- The gap between Level 1 and Level 5 is not a gap in intelligence — it is entirely a gap in education and exposure. It is fixable.
- People at Level 1–2 will accept whatever AI gives them. That is not literacy — it is dependency.
- Prompting is a thinking skill. It requires clarity, purpose, context, and critical awareness.
- If educated adults in this room vary this widely, imagine the variation in classrooms across the country.
🌏 Connect to Global Frameworks
- OECD and UNESCO both identify AI literacy as a foundational competency for 21st-century citizens — alongside reading and numeracy.
- Countries investing in AI literacy now are not just ahead on technology. They are ahead on democratic resilience — citizens who can evaluate and challenge AI-driven decisions.
- This is not a niche skill for engineers. It is for every teacher, every parent, every citizen who will live and vote in an AI-shaped society.
📋 Policy Actions to Name
- Integrate AI literacy into national curriculum frameworks as a core — not optional — competency.
- Fund teacher training in AI literacy before investing in AI tools. The human layer is the highest-leverage point.
- Build equity into every initiative: if this only reaches well-resourced schools, we deepen the gap.
- Create feedback loops between classrooms, researchers, and policy — AI is evolving faster than any single institution can track alone.
📏 The 5-Level AI Literacy Rubric (for reference)
| Level | Label | What the prompt looks like | What it signals |
|---|---|---|---|
| L1 | Unaware | "Tell me about WW2" — very short, no context or goal | Treats AI like a search engine. No awareness of how to direct it. |
| L2 | Basic | "Help me study WW2 for my history exam" — topic + intent, but no structure | Knows AI can help, but leaves all decisions to the AI. |
| L3 | Developing | Includes format, audience, or depth level. Starting to guide the AI. | Growing awareness that AI needs direction. Beginning to think as a director. |
| L4 | Proficient | Clear goal, role, format, constraints — treats AI as a tool to direct | Understands the AI is only as good as what you give it. |
| L5 | Advanced | All of L4 plus: asks for critical thinking, caveats, multiple perspectives, or fact-checking | Treats AI as a thinking partner — not an authority. Knows its limits. |
🎯 The Closing Message to Land
- "AI literacy is the new basic literacy. Without it, people cannot fully participate in an AI-driven society."
- The activity your audience just did is not just a demonstration — it is evidence. Evidence of where we are, and of how much work there is to do.
- The good news: this is entirely teachable. The question is whether we decide to teach it.
- That decision — in curricula, in budgets, in teacher training, in national frameworks — is what this room is here to make.