[Purpose/Significance] Improving artificial intelligence (AI) literacy has emerged as a critical focus in global education, reflecting the growing significance of AI in today's society. This study aims to explore and interpret the core elements and key competencies articulated in the UNESCO AI Competency Framework for teachers and students, and to provide practical guidance for educators and policymakers, offering insights that can facilitate the systematic integration of AI literacy education. A comprehensive approach to AI education is needed to equip both students and teachers with the skills and knowledge necessary to navigate and thrive in an increasingly intelligent era. The results of this study are intended to support the formulation of effective pedagogical strategies, thereby contributing to the enhancement of AI literacy among educational stakeholders. [Method/Process] The study analyzes the preliminary policy foundations and background that led to the creation of the UNESCO AI Competency Framework. It analyzes the content of both the AI CFS and the AI CFT, focusing on key principles and framework structure to systematically interpret the framework's content. In particular, this study explores the policy context in which these frameworks were developed and examines how global educational goals and technological advances have influenced the articulation of AI competencies. By understanding the development and rationale behind the UNESCO AI Competency Framework, this study aims to provide a comprehensive overview that can support the development of effective AI literacy initiatives. It also highlights the connections between the intentions of the frameworks and the practical competencies required of educators and students, thereby contributing to a deeper understanding of how AI literacy can be meaningfully integrated into educational practice. [ [Results/Conclusions] Based on the experience provided by the competency framework and considering the current state of AI literacy education, this study offers insights and recommendations for developing AI literacy education in China from four perspectives: core values, policy refinement, practical application, and future implementation. Specifically, this study emphasizes that all educational stakeholders should work together to improve AI educational content and methods, and move toward a teacher-student-AI interaction model that empowers teachers, fosters student creativity, and integrates AI as a facilitator of personalized, flexible, and multidirectional learning. In terms of policy refinement, this study advocates for the creation of a supportive policy environment that addresses the unique challenges faced by educators and learners in the Chinese context. For practical application, the study provides actionable recommendations for integrating AI literacy into curricula, emphasizing project-based learning, hands-on experiences, and interdisciplinary approaches that foster a comprehensive understanding of AI concepts. Finally, in terms of future implementation, this study highlights the need for ongoing professional development for educators, such as the establishment of assessment mechanisms to monitor and evaluate the effectiveness of AI literacy programs over time.

[Purpose/Significance] With the proliferation of artificial intelligence (AI) technology, knowledge workers' basic understanding of AI and their ability to evaluate its application, known as AI literacy, is particularly important. This study addresses the current state of the AI literacy gap among knowledge workers and explores how AI technology itself can be used to bridge this gap, with the goal of shortening the AI literacy gap. The article analyzes the reasons for the existence of the AI gap in multiple dimensions and the need to bridge the AI gap. In today's era of proliferating AI tools, mastering the use of AI tools and improving AI literacy is the best assistant for knowledge workers. Learning to use AI tools can significantly improve the efficiency of information collection, processing, and storage, and greatly facilitate the building of information resources. [Method/Process] From the dimensions of cognition, practice, and assessment, the study explores how AI technology can assist in enhancing AI literacy. At the cognitive level, the research examines how AI agents can provide personalized knowledge services and help users build a systematic body of knowledge in a particular domain; at the practical level, it analyzes how AI tools can simplify professional tasks such as data analysis, and suggests how to improve knowledge workers' own ways and means of using AI tools through human-computer interaction and mastering effective AI problem-solving aids; at the assessment level, the application of AI tools in verifying the authenticity of information and the importance of the "human-in-the-loop" model in AI applications are discussed, emphasizing the need for human oversight. The article comprehensively draws on the excellent literature on AI, library intelligence, and learning literacy at home and abroad, and combines its own practical situation of using AI tools to achieve AI literacy, which helps knowledge workers establish basic cognition, practical operation ability, and evaluation of answer results. [Results/Conclusions] AI technology has significant advantages in closing the AI literacy gap. AI agents can provide customized knowledge explanation based on user needs, and AI tools can automate the execution of professional tasks and provide factual evidence. These applications not only compensate for the shortcomings of traditional educational methods but also offer new directions for innovation in the field of education. In presenting the arguments, the number of AI tools chosen is small, but fundamentally representative of the problem. Subsequent research will focus on improving AI literacy from other perspectives, and on ways and means to make knowledge workers more comfortable with AI tools. With the continuous development of AI technology, its role in enhancing AI literacy will become more pronounced, contributing to the construction of a more intelligent and efficient information environment.

[Purpose/Significance] The rapid development of generative artificial intelligence (GenAI) has led to a growing demand for AI literacy in various fields. However, current AI literacy courses often fail to adequately address the diverse needs of students with different academic backgrounds, expertise, and learning levels. This research aims to design an AI literacy curriculum that balances knowledge dissemination with skill development, ensuring that students can not only understand basic concepts but also apply them in practice. [Method/Process] This study is based on the design of Nanjing University's "Exploration of Frontier Applications of Generative Artificial Intelligence" course, which adopts the "knowledge-skills" navigation framework. The course is divided into four progressively advanced levels: foundational cognition, core understanding, tool application, and innovative development. The foundational cognition level systematically organizes the four key knowledge modules involved in generative artificial intelligence: Machine Learning, Neural Networks, Deep Learning, and Natural Language Processing, helping students to build an initial cognitive framework for GenAI. The core understanding level explores advanced topics in GenAI, covering four main modules: basic model pre-training, downstream task adaptation, human-AI value alignment, and AI agents. This aims to enhance students' comprehensive understanding of the technical principles, application methods, and ethical considerations, providing the necessary technical support and conceptual tools for real-world applications. The tool application level consists of three modules: classification of intelligent tools, tool acquisition and use, and derived applications. It gradually guides students from analyzing the characteristics of tools and their use to exploring state-of-the-art applications in multi-modal, multi-scenario, and integrated contexts. Finally, the innovative development level is the final practical stage of the GenAI learning system and includes environment configuration, basic processes, and frontier development. This includes configuration of hardware and software environments, basic steps for development tasks, and advanced practices for complex functions, forming a complete chain from basic support to high-end applications. Following the "knowledge-skills" navigation, the course will also include teaching designs such as concept cognition modules, multi-modal generation and application skill modules, advanced generative AI knowledge and skill modules, and generative AI governance modules, along with the development of corresponding online open courses, open educational resources, and experimental equipment resources. [Results/Conclusions] The "knowledge-skills" navigation framework effectively enhances students' AI literacy by successfully bridging the gap between theoretical knowledge and practical application. The modular structure of the course, combined with multi-modal learning and hands-on practice, effectively meets the diverse learning needs of students. The course allows students to gradually build a knowledge system from basic concepts to advanced skills, fostering a comprehensive understanding of AI technologies.

[Purpose/Significance] AI literacy is becoming increasingly important, not only to adapt to the future development of higher education and the needs of future society, but also to cultivate innovative thinking and problem-solving skills, to enhance decision-making abilities and, most importantly, to emphasize ethical education to avoid the abuse and misuse of AI technology. Existing research emphasizes the importance of AI literacy, with a focus on discussing AI literacy frameworks and pathways. Although some scholars have classified and discussed the AI literacy for teachers and students, there has not been a comprehensive analysis of the skill requirements for different roles in the context of "AI + higher education". [Method/Process] AI literacy education is a multidimensional and multi-level systematic problem. Based on 18 application cases, this study analyzes the specific application scenarios of AI in the educational process, summarizes the development characteristics of "AI+higher education", and analyzes its AI literacy requirements for university teachers, students, managers, and teaching assistants. Therefore, four-role framework for AI literacy is constructed to provide a theoretical reference for future AI literacy education in higher education. [Results/Conclusions] In the context of "AI + Higher Education," future higher education will continue to develop towards ubiquitous teaching, personalized learning, diversified evaluation, and scientific management, ultimately achieving the complete intellectualization of higher education. For teachers, the skills required are innovative teaching and technological integration; for students, active learning and diversified skills; for administrators, forward-thinking leadership and data-driven decision-making; and for educational support staff, intelligent integration of services and resources. The core elements of AI literacy can be summarized as four key components: thinking, knowledge, skills, and attitudes. In specific educational scenarios, the AI skills of teachers, students, administrators, and educational support staff have similarities but also exhibit differences. Due to space limitations, this study did not construct an AI literacy education pathway. In future research, we will continue to deepen the connotation of AI literacy and propose targeted AI literacy education pathways based on the skill requirements of different roles.

[Purpose/Significance] Rural public digital cultural service is a new module of public cultural service, and the current relevant research mainly starts from two independent perspectives, namely external institutional structure and internal subjective action, and constructs the research paradigm of "system-behavior". However, this framework still has room for improvement in order to reveal the phenomenon of "technical alienation" in practice. "Technological alienation" is essentially a deviation from the value level, and the original framework is difficult to effectively reveal the influence of value on the impact of digital technology on rural public cultural services, so this study introduces the value factor to provide new theoretical perspectives and analytical frameworks for the existing research, in order to comprehensively reveal the underlying logic of "technological alienation" and to find the path of digital technology-enabled rural public cultural services. [Method/Process] Starting from the current situation of rural public digital cultural services, this study constructs a three-dimensional analysis framework of "value-institution-behavior" and applies the extended case study method to the case of Y Township in Zhejiang Province to explore the phenomenon of "technological alienation" of rural public digital cultural services, such as the de-domainization of public cultural service content, information risk aggregation, and "digital authoritarian" production, which is caused by the fragmented value, institutional imbalance, and unruly action. This "technological alienation" has seriously affected the effectiveness of public digital cultural services. [Results/Conclusions] According to the specific elements of the three-dimensional analysis framework of "values-institutions-behavior" alignment, combined with the extended case study method focusing on the study of macro-micro interactions, it is proposed that the people-centered value concept guides the goal of building rural public digital cultural services, a more complete institutional system protects the process of building rural public digital cultural services, and a more standardized subjective behavior shares the results of building rural public digital cultural services. Based on the above paths, the "technical alienation" of rural public digital cultural services will be abandoned. This study still has shortcomings in the use of research methods in this field, while the framework of "value-institution-behavior" has some explanatory power, but still differs from the complex reality of the society due to the lack of empirical material. In the future, we plan to increase the empirical research on rural public digital cultural services to verify the conclusions of this study and to further refine the measurement of the level of rural public digital cultural services.

[Purpose/Significance] With the advancement of communication technology and the popularization of smart mobile devices, social media platforms have developed rapidly. The increased exchange of information via social media platforms has increased the complexity and the spread of public opinion. Understanding the topological structure of information dissemination networks across platforms and the mechanisms of public opinion dissemination on them is of great significant guiding importance for predicting trends in online public opinion and formulating guiding strategies. [Methods/Processes] Based on the SEIR model of infectious diseases, a model of the spread of public opinion on cross-social platform coupled networks was constructed. Using the Monte Carlo simulation method, the experiment explored the effect of the degree of coupling between users and the type of coupling between platforms on the speed and extent of the spread of public opinion, revealing the laws of the spread of public opinion in cross-social platform coupled networks. [ [Results/Conclusions] The simulation results indicate that, compared to single-layer networks, the inter-layer edges formed by users across platforms significantly promote the spread of public opinion. As the degree of inter-layer coupling in the network increases, the speed of public opinion diffusion accelerates and the extent of diffusion increases. For inter-layer coupling modes, homophily links are more conducive to the spread of public opinion information than heterophily links. The results of this study provide valuable guidance for public opinion management. In a networked environment, government departments should disseminate accurate and authoritative information promptly through a variety of channels to gain the upper hand in public opinion. Given the positive correlation between inter-layer coupling and the speed at which public opinion spreads, it is crucial to closely monitor other platforms with a high degree of user overlap with the current one, and to accurately understand key data such as user overlap, activity levels, and differentiation between platforms. This will help to identify key users with high influence and activity, and enable more targeted, personalized guidance strategies. For platforms with a high degree of user assortative connectivity, the emergency response to public opinion should be enhanced. Conversely, platforms with a high degree of user disassortative connectivity should implement more stringent information filtering and response measures. The model constructed in this paper can simulate the basic structure of real coupled social networks and the process of spreading public opinion to some extent, but there are still shortcomings. Future research can introduce more factors, such as user behavior characteristics and content attributes, to construct a more refined public opinion diffusion model, thereby enhancing the model's capability to describe the real-world mechanisms of public opinion information diffusion.

[Purpose/Significance] Virtual communities of interest have rapidly become key sources of information that significantly influence users' decision making. Characterized by resource aggregation, active exchanges, and high interactivity, these communities foster a unique environment that encourages strong user engagement. Understanding the factors that influence information adoption in these settings is essential to meeting user needs and enhancing community management and services. Unlike traditional information contexts, virtual communities emphasize user trust, emotional support, and community identity, which are critical in shaping how users perceive and adopt information. This study aims to deepen the theoretical understanding of information adoption in virtual communities of interest by incorporating information ecology theory and applying both structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). This dual-method approach enables in-depth analysis of individual factors and reveals complex configurations that influence adoption behaviors, providing insights that go beyond what SEM alone can provide. [Method/Process] The research model is based on information ecology theory, which provides a holistic framework that captures the dynamic interplay between factors such as information quality, user support systems, community structures, and platform features. This theory is particularly suited to the study of virtual communities, where multiple interdependent factors create a unique decision-making environment. SEM is used to assess linear relationships between variables, evaluating the influence of information quality, emotional support, community identity, opinion leader participation, content interaction, source credibility, and platform usability on users' information adoption intentions. As a complement to SEM, fsQCA is used to explore configurations of multiple factors, identify pathways through which these factors collectively shape adoption intentions, and capture complex causal relationships that SEM does not address. [Results/Conclusions] The SEM analysis shows that information quality, emotional support, community identity, active participation of opinion leaders, and content interaction significantly increase users' adoption intentions, while information source credibility and platform usability do not. These findings suggest that community-driven aspects may be more important to users in this context than traditional credibility indicators. The fsQCA results further identify two primary modes that drive adoption intentions: a trust-driven mode, where adoption is supported by trust-related factors, and an experience-promoting mode, which focuses on user engagement within the community. Together, these modes comprise six distinct configurations, suggesting that users' adoption intentions are influenced by combinations of factors rather than isolated variables. This study thus highlights the unique value of fsQCA in uncovering the complex interplay of factors in virtual communities and providing detailed insights into user behavior. Future research could explore cultural differences in adoption behaviors and additional factors influencing user engagement in different types of virtual communities.

[Purpose/Significance] The generative natural language processing model represented by ChatGPT is beginning to show great application potential in libraries, and its technical advantages coincide with the development needs of knowledge services, greatly improving the quality and efficiency of user services. [Method/Process] Starting with the introduction of ChatGPT's development history, technical advantages and theoretical and practical research achievements of Chinese and foreign academic circles, this paper explains its technical advantages in cross-modal information organization, text generation, and in-depth mining of user behavior. The most direct use of ChatGPT for a library is to connect the library's collection resources to ChatGPTAPI. Using machine transformer, human feedback reinforcement learning and other technologies to create its own open source chat machine model with intelligent interactive question and answer, text and image multi-mode generation, semantic search and discrimination and other functions, the application scenario covers a range of areas from basic library information services to intelligent knowledge services. During the consultation, users can use natural language to communicate directly with the model, and ChatGPT uses semantic analysis and pre-training models to fine-tune the language environment to provide a more accurate question and answer service in different contexts. During a search, the multi-modal technology of ChatGPT can fully realize the multi-source heterogeneous data input of information resources inside and outside the library, so as to effectively solve the problem of multi-dimensional, multi-level and multi-source cross-mode "heterogeneous aggregation" in information retrieval, and help search engines find more comprehensive search results. In addition, ChatGPT automatically generates subject resources such as abstracts or reviews that are highly relevant to the knowledge content of the user's ongoing conversation. By accurately capturing and analyzing the profile characteristics of users' interests and hobbies, ChatGPT can recommend personalized subject guidance services to them based on knowledge graphs, and quickly realize effective collection, refinement and analysis of knowledge related to required subject areas. At the same time, the application focuses on the risks and challenges posed by technical limitations, intellectual property rights, user privacy, harmful information, data sources, academic integrity and other aspects. [Results/Conclusions] In the future, ChatGPT will be embedded in knowledge services with a new quality of productivity, but it is necessary to recognize the limitations and security risks of this technology. At this stage, libraries should take a series of measures in advance to integrate business platforms and resources, strengthen internal system security prevention, improve the risk supervision mechanism and enhance the professional quality of librarians to fully cope with the crisis. It also provides a new research focus for libraries to actively build their own language interaction model in the future. Given the limited practical experience of ChatGPT in the library knowledge service, this paper only provides a risk analysis and prediction in the application, and the specific implementation path and rules in the future need further study.