AI Literacy from the Administrator’s Desk

Most writing on AI literacy speaks from the classroom. I am currently writing from a less comfortable seat — academic administration — where the same questions arrive dressed as policy, procurement, and faculty development.

The gap is instructive. Students worry about detection; administrators worry about accreditation. Both are AI-literacy problems, but the literacy they require is different: one is critical use, the other is institutional stewardship.

This note collects observations from that vantage point, with no conclusions yet — only the growing conviction that AI literacy in universities will be decided as much in committee rooms as in curricula.