On polymaths and expanded literacies in times of artificial intelligences
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Alejandro Piscitelli
piscitelli.alejandro@gmail.com
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Mariana Ferrarelli
ferrarelli.mariana@gmail.com
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DOI:
https://doi.org/10.56754/0718-4867.2025.3781Abstract
Introduction: The acceleration imposed by developments in the field of artificial intelligence and the consolidation of data-driven ecosystems require a review of traditional conceptions of literacy. Faced with scenarios characterised by the algorithmisation of social and educational practices, it becomes necessary to broaden the conceptual horizon towards forms of literacy capable of critically questioning these phenomena. Objective: The main purpose of this article is to analyse the concept of expanded literacies and their relevance in the age of AI, defining their technical, critical, and sociocultural dimensions. At the same time, it seeks to propose polymathic thinking as an alternative approach to understanding contemporary complexity. Methodology: A theoretical-argumentative approach is adopted that articulates literature reviews on digital culture, education, AI, and socio-technical studies, together with reflections from teaching and research experiences. The analysis combines conceptual frameworks from different disciplines to problematise the effects of AI on knowledge production. Results: Multiple dimensions of expanded literacies are identified, including the management of digital identities, the understanding of algorithmic logics, the critical editing of AI-generated texts, and participation in collaborative practices. A distinction is made between factual and format hallucinations, highlighting the relevance of human curation and validation processes. The genealogy of polymaths is reconstructed as inspiring figures for developing anti-disciplinary perspectives. Discussion: The article problematises ethical, social, and pedagogical tensions in the age of AI, from algorithmic biases and the widening of inequalities to the commodification of education and standardisation under the guise of personalisation. Conclusions: It concludes that expanded literacies and polymathic profiles are essential to critically navigate current socio-technical environments, as they offer a fertile framework for guiding more creative and situated educational and cognitive practices.
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