[目的/意义]跨模态是生成式人工智能的关键属性之一。文章通过社会符号学的视角对用户与AI的跨模态交互行为过程进行微观分析，揭示在AI素养教育框架下用户多模态素养教育的必要性与紧迫性。[方法/过程]采用混合方法研究，通过问卷调查、参与式观察以及多模态话语分析共同揭示出文学素养、美学素养等其他素养在用户与AI的跨模态交互中的重要地位。[结果/结论]应从多模态理解能力、跨模态转换能力、多模态创作能力、多模态判断能力四个方面深化当前AI素养教育的框架与内涵；用户与AI的交互呈现出“跨界素养”的特点，用户与AI的创造性交互需要依赖更加广泛而互涉的素养集；AI素养教育范式应当从“技能培训者”转向“素养架构师”，未来图书馆的核心竞争力将体现在多元素养融合的教育能力上。

[Purpose/significance] Cross-modality is one of the key attributes of generative artificial intelligence. This study employs a social semiotics perspective to conduct a micro-analysis of user-AI cross-modal interaction process⁃es, revealing the necessity and urgency of multimodal literacy education for users within the framework of AI literacy education. [Method/process] This study adopts mixed methods research, using questionnaires, participatory observa⁃tion, and multimodal discourse analysis to collectively demonstrate the significant roles of literary literacy, aesthetic lit⁃eracy, and other types of literacy in user-AI cross-modal interactions. [Result/conclusion] The current framework and content of AI literacy education should be deepened from four aspects: multimodal comprehension ability, cross-modal transformation ability, multimodal creation ability, and multimodal judgment ability；user-AI interactions exhibit the
characteristic of“transliteracy”, and creative interactions between users and AI require a broader and more interrelated set of literacy；the paradigm of AI literacy education should shift from“skills trainer”to“literacy architect”, the core competitiveness of future libraries will be reflected in the ability to integrate multiple types of literacy in educational practices.