Every new program announced as an AI literacy initiative is also an implicit argument about what AI literacy is — and those arguments are not converging. The DC Public Library coordinator [1] and a Stanford professor presenting on campus [2] are drawing from different assumptions about their audiences, their timelines, and the skills that will matter. That divergence is not a failure of coordination; it reflects a genuine unresolved dispute about whether AI literacy is a civic competency, a professional credential, or a foundational technical education. The [pre-service teacher education…