Peer to Peer: ILTA's Quarterly Magazine
Issue link: https://epubs.iltanet.org/i/1540097
52 intuitively understand technology. In reality, I regularly see students who can navigate TikTok with ease but struggle to understand why an AI tool might hallucinate legal citations or fail to grasp the ethical implications of feeding client data into ChatGPT. Law students are learning AI at the same pace as everyone else. Waiting until they arrive at a firm to figure it out may be too late. There is positive momentum as law schools rise to the occasion, with an increase in AI- related courses each year. DEFINING AI LITERACY When I teach my students about AI literacy, I emphasize that it extends beyond knowing which buttons to click on the latest drafting assistant or research bot. True literacy encompasses understanding the foundational concepts behind the technology, the ability to evaluate outputs, adapting to evolving tools, and being aware of the ethical and professional duties that accompany its use. Our students will go on to work in various settings, but we want them to have a clear picture of the role technology will play wherever they land. What I've learned is that AI literacy is about understanding a tool's place in workflows, anticipating risks, and imagining new possibilities. Once we know what is possible, the ability to think strategically becomes more accessible. Our students are poised to spot the "possible" and serve as voices of innovation. EMBRACING STUDENTS' UNCERTAINTY BOOSTS ENGAGEMENT When students talk about using AI, their reactions often mirror those of the profession: a mix of skepticism, anxiety, and curiosity. Some are understandably concerned. After all, they're investing three years and substantial tuition in legal education, only to read headlines predicting that AI will automate their job away. We are happy to help temper those fears. But what strikes me most is that those skeptical students are also the ones who voluntarily enroll in our courses and engage deeply. Our goal is not to produce AI advocates, but rather to cultivate future lawyers who can think critically about when and how to deploy these tools effectively. Students want to understand what lies ahead rather than fear it. Education becomes the antidote to uncertainty. We also hear regularly from students returning from summer jobs that AI is present at their firms, but often without clear policies, structured training, or consistent implementation. That lack of guidance can leave young lawyers unsure of how to contribute or engage responsibly. By equipping them with frameworks for What I have learned is that AI literacy is about understanding a tool's place in workflows, anticipating risks, and imagining new possibilities.