Rethinking Academic Reading Strategies in the Age of AI: The Emerging Role of Prompt Literacy

Abstract

This article explores the transformation of academic reading strategies in the context of rapidly evolving artificial intelligence technologies, with particular attention to the emerging concept of prompt literacy. As AI-driven tools increasingly mediate access to knowledge, traditional models of reading – centered on linear text processing – are being supplemented by interactive and dialogic modes of engagement. The study conceptualizes prompt literacy as a metacognitive and strategic competence that enables learners to formulate purposeful queries, guide AI-generated responses, and critically evaluate information. Drawing on established frameworks in metacognition, constructivism, and reading theory, the research investigates how prompt literacy reshapes the processes of comprehension, inference, and critical analysis. A qualitative approach is employed, incorporating classroom-based observations, analysis of learner – AI interactions, and reflective accounts. The findings indicate that students who develop prompt literacy demonstrate deeper engagement with texts, improved interpretive flexibility, and greater autonomy in managing their learning. The article argues that prompt literacy should be integrated into academic reading instruction as a core component of contemporary literacy practices, particularly within digitally mediated educational environments.