An invited virtual keynote was delivered by Tom Mackey of the Department of Arts and Media in the College of Arts and Sciences at Empire State University. The presentation focused on the shift from information literacies to metaliteracy and examined how learner agency is redefined within an increasingly AI-mediated information environment. The keynote was presented as part of iConference 2026, hosted by the iSchools Organization—a global network of universities advancing research and teaching on the role of information, technology, and society across disciplines.

The conference theme—Information Literacies, Authenticity and Use: The Move Towards a Digitally Enlightened Society—foregrounds key questions about how individuals and communities engage with information in complex digital contexts. It also reflects on how Enlightenment ideals of reason, education, and the ethical use of knowledge continue to inform—and are being reinterpreted within—contemporary information environments. The virtual academic program took place March 23–26, 2026, followed by an onsite event in Edinburgh from March 29 to April 2, hosted by Edinburgh Napier University.

Tom’s keynote, From Information Literacies to Metaliteracy: Learner Agency in an AI-Mediated World, was presented on Monday, March 23, 2026 and engaged a global audience in examining how metaliteracy offers a comprehensive and human-centered framework for learning in relation to artificial intelligence.

“This keynote argues that evolving approaches to information literacy, AI literacy, and digital authenticity require a shift beyond discrete or skill-based methods toward a more comprehensive and reflective model of learning. Rather than positioning AI as a standalone competency, metaliteracy operates as a holistic pedagogical approach that centers the self-aware learner. It is grounded in metacognition, ethical reasoning, and active participation in AI and emerging technology environments.”

The recorded keynote is available via Vimeo and is embedded below. It explores the implications of AI and metaliteracy for teaching, learning, and participation in digital environments.

The accompanying slide deck is available as a resource for exploring the core components of metaliteracy and AI-related learning activities in greater detail.

As metaliteracy continues to evolve in response to AI and emerging technologies, this keynote invites further reflection and application. Readers are encouraged to consider how these ideas might inform their own teaching and learning contexts—whether by integrating metaliteracy principles into course design, developing new learning activities, or engaging students as active and ethical producers of knowledge. The embedded materials—including two Slido surveys, reflective prompts, and examples of assignments—offer opportunities to explore these concepts in practice and to extend the conversation across diverse educational settings.

We encourage readers to apply these ideas in their own contexts and to share examples of their work with us for possible feature on the Metaliteracy blog.

-Tom and Trudi