Critical AI literacy (CAIL; Basgier & Wilkes, 2025) pedagogy is increasingly common in higher education as a response to the proliferation of generative AI (GenAI) technologies. Nevertheless, discussions of culturally responsive (Ladson-Billings, 1995) CAIL are uncommon. Accordingly, this poster will detail how faculty and writing center consultant student workers used competencies pursuant to information literacy pedagogy—privacy literacy, environment and health considerations, and impacts on democracy—to inform a CAIL. In doing so, the presenters highlight how further research is needed to determine how students’ identities impact their perception of GenAI and how CAIL can impact students’ decisions on how and when to use GenAI.
