By T.J. Thomson

From the earliest year of school, children begin learning how to express ideas in different ways. Lines across a page, a wobbly letter, or a simple drawing form the foundation for how we share meaning beyond spoken language.

Over time, those first marks evolve into complex ideas. Children learn to combine words with visuals, express abstract concepts, and recognise how images, symbols and design carry meaning in different situations.

But generative artificial intelligence (AI), software that creates content based on user prompts, is reshaping these fundamental skills. AI is changing how people create, edit and present both text and images. In other words, it changes how we see – and how we decide what's real.

Take photos, for example. They were once seen as a“mirror” of reality. Now, more people recognise their constructed nature.

Similarly, generative AI is disrupting long-held assumptions about the authenticity of images. These can appear photorealistic but can depict things or events that never existed.

Our latest research, published in the Journal of Visual Literacy, identifies key literacies at each stage of the AI image generation process, from selecting an AI image generator to creating and refining content.

As the way people make images changes, knowing how generative AI works will let you better understand and critically assess its outputs.

Textual and visual literacy

Literacy today extends beyond reading and writing. The Australian Curriculum defines literacy as the ability to“use language confidently for learning and communicating in and out of school”. The European Union broadens this to include navigating visual, audio and digital materials. These are essential skills not only in school but also for active citizenship.

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