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AI by 8: Embedding AI Literacy in K-2 Language Arts in Rural North Carolina Communities

Fri, April 10, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Room 515A

Abstract

Objectives or Purposes
Building foundational Artificial Intelligence (AI) literacy in early learners is critical, as AI reshapes society. Yet few current frameworks address the early elementary level, leaving teachers and students with little access to foundational AI knowledge [10]. AI by 8 approaches AI literacy for K-2 students through English Language Arts (ELA) instruction. Grounded in a Research-Practice Partnership (RPP) model, this project engages 30 rural K-2 teachers in North Carolina to develop unplugged ELA lessons that integrate the five big AI ideas into existing instruction. These lessons demystify AI concepts among early elementary educators and students without the reliance on advanced technology.

Theoretical Framework
Existing literature highlights AI literacy competencies that include decision-making, representation, and ethics. Yet K-2 education often lacks specific standards for integrating AI literacy [11]. Elementary teachers often report low confidence and limited knowledge [12]. Prior research suggests that unplugged activities and block-based programming effectively engage young learners, facilitating comprehension of complex concepts [13]. This project aims to build an equitable AI learning framework for K-2 teachers that do not require student devices [14].

Methods and Data Sources
Our RPP builds upon collaboration between researchers and rural K-2 educators and is designed to foster literacy through classroom-relevant activities. In July 2025, the RPP kicked off with a three-day in-person professional development (PD) summit for eight K-2 AI Fellows, focused on foundational AI knowledge and co-design. An additional 20 teachers (AI Implementers) will test and refine these lessons over the next two years. This iterative cycle of design, implementation, and feedback will also be informed by surveys, focus groups, and observations.

In service of creating a truly collaborative RPP experience, we leveraged our existing relationships to engage with teachers and school districts to shape research questions centered around (1) facilitators and barriers around incorporating AI into ELA instruction; (2) student engagement and learning with unplugged AI-embedded ELA instructions; (3) teacher self-efficacy for AI literacy; and (4) PD tailored for rural K-2 teachers. Data from interviews, surveys, and lesson reviews will guide ongoing improvement and contribute to broader AI education research. Pre-summit survey data gathered teacher attitudes, self-efficacy, and familiarity with AI. Follow-up surveys and interviews will assess changes in perceptions, feasibility, and teacher growth.

Results
Early results show that although most AI Fellows had not taught AI before, they reported moderate to high readiness. Teachers were most familiar with the AI4K12’s Big Ideas of Machine Learning and Societal Impact, less so with Representation & Reasoning.
Significance
AI by 8 will expand existing relationships into a more intentional RPP that introduces AI concepts, practices, and perspectives into K-2 elementary classrooms in rural communities, directly impacting 30 teachers and approximately 600 students. The project holds potential for (1) understanding the factors that impact K-2 teachers’ design and adoption of unplugged AI-infused language arts instruction, (2) formulating emerging practices from teacher professional development to create and locally enact AI-focused ELA lessons, (3) producing theoretical and practical advances in developing a set of K-2 AI lessons, especially for young learners from rural communities.

Authors