Abstract
The rapid adoption
of generative artificial intelligence (AI) is changing how individuals seek,
evaluate, interpret, and produce information, creating new demands on
established literacy frameworks. This article examines the conceptual
relationship among information literacy, AI literacy, and the emerging concept
of prompt literacy. Through a conceptual synthesis of the relevant literature,
it develops a framework that distinguishes the primary orientations,
contributory relationships, and shared competencies of the three domains. The
analysis argues that prompt literacy should not be understood as a successor
to, or replacement for, information or AI literacy, nor as a synonym for prompt
engineering. Rather, its distinctiveness is configurational: it concerns the
coordinated mobilization of information- and AI-related competencies within
iterative human–AI interaction. The framework identifies critical evaluation,
verification, ethical and responsible use, and human agency as cross-cutting
dimensions of AI-mediated information practice. Implications for libraries and
information professionals are discussed, particularly in relation to user
education, information evaluation, and responsible engagement with generative
AI. As a conceptual framework, the model is not empirically validated; rather,
it provides a basis for future research, assessment, and educational
development concerning prompt literacy and its relationship to established
literacy domains.
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