Abstract: [Purpose/Significance] This article dissects the mechanism behind the development of researchers' prompt literacy and explores the ways to enhance it, with the aim of sharpening scholarly understanding of prompt literacy and giving researchers actionable guidance for leveraging AIGC tools. [Design/Methodology] Through semi-structured interviews and grounded theory, this paper maps the emergence of prompt literacy among researchers under AIGC-augmented research, proposes a theoretical model of its formation, and recommends improvement strategies. [Findings/Conclusion] Prompt literacy is constructed through five interacting dimensions: AIGC-embedded research context, collaborative interaction, prior knowledge, learning disposition, and competence building. It is recommended that researchers' prompt literacy enhancement should be made in aspects such as fostering communication, consolidating the foundation, enhancing cognition, cultivating interest, and tailoring to individual needs. [Originality/Value] By importing constructivist learning theory, the study offers a new analytical framework that reveals how prompt literacy emerges when AIGC intervenes in research and presents multi-faceted strategies for its cultivation, opening a fresh perspective for literacy education.

Keywords: Prompt literacy, Researchers, AIGC tools, Constructivist Learning Theory