The two metaliteracy panels are featured as part of the full conference agenda and include:
Panel Presentation: Humans in the Loop: Advancing Metaliteracy for Generative AI Learning Environments
This international panel on Tuesday, Sept. 23 2025 will explore the transformative potential of metaliteracy as a holistic framework for addressing the global challenges and opportunities presented by artificial intelligence (AI). The panelists will present descriptive case studies from around the world that demonstrate actionable strategies for empowering learners as humans in the loop through metaliteracy.
Panelists:
Thomas P. Mackey, Empire State University, USA
Brenda Van Wyk, University of Pretoria, South Africa
Megan Eberhardt-Alstot, Pepperdine Graduate School of Education and Psychology, USA
Kristine N. Stewart, Zayed University, United Arab Emirates
Kristen Schuster, University of Southampton, UK
Matt Moyo, North-West University, South Africa
Paper Presentation: Combining Information Literacy and Metaliteracy to Advance Transnational Group Learning about AI. Learning Process and Learning Outcomes, Results from a Case Study
The global panel on Thursday, September 25, 2025, will present findings from a co-authored transnational case study on learning about AI. The paper combines insights from information literacy and metaliteracy to highlight collaborative learning processes and outcomes across cultures. Panelists will discuss collaborative teaching and learning in the global virtual exchange Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM).
Authors:
Joachim Griesbaum, University of Hildesheim, Germany
Stefan Dreisiebner, Carinthia University of Applied Sciences, Austria
Emina Adilović, University of Sarajevo, Bosnia and Herzegovina
Justyna Berniak-Woźny, SWPS University Kraków, Poland
Subarna Bhattacharya, Kalinga Institute of Industrial Technology, India
Jini Jacob, Symbiosis College of Arts & Commerce, India
Thomas P. Mackey, Empire State University, SUNY, USA
Tessy Thadathil, Symbiosis College of Arts & Commerce, India
These two sessions underscore the growing importance of metaliteracy in addressing the opportunities and challenges of AI in global education. They also highlight the collaborative work of international scholars who are shaping future directions for learning in the age of generative AI.
(AI-generated image “AI and Metaliteracy” created using ChatGPT)
As part of the SDL (Self-Directed Learning) Collaborative Corner on Multimodal Learning and Open Educational Resources (OER) at North-West University, Prof. Tom Mackey, Empire State University, presented an interactive session on Reimagining Course Design with AI: Practical Strategies for Global Learning. The virtual event brought together educators and researchers to explore innovative ways of redesigning courses with artificial intelligence (AI) to support OER and multimodal learning.
The presentation drew on examples from the Digital Media Arts program at Empire State University, highlighting practical strategies from courses such as Digital Storytelling, Information Design, and Ethics of Digital Art & Design. In doing so, it connected the application of AI in course design with a metaliteracy perspective, underscoring the importance of reflective, ethical, and collaborative learning.
Explore the Session
The full session recording is now available, offering an in-depth look at the key themes and interactive discussions (click on the image):
Key Takeaways
Revise course content and learning activities with AI to expand opportunities for reflection, collaboration, and creativity.
Create original images with AI to enhance open resources and support multimodal learning experiences.
Develop transparent and ethical AI use policies to ensure responsible student engagement with emerging tools.
Design rubrics for AI-assisted and multimodal projects to provide clear, equitable assessment frameworks.
These approaches demonstrate how AI can be integrated as an effective tool across disciplines and learning environments. Educators are encouraged to consider how such strategies can be adapted to their own teaching practices, fostering inclusive, innovative, and globally connected learning opportunities.
For a closer view of the concepts and examples shared, the slide deck provides a visual overview of the session. Respond to the workshop prompt on slide 26 to reimagine your own learning activity with AI:
This presentation contributes to the ongoing dialogue about the role of AI in education and its potential to empower learners and educators in designing flexible, reflective, and future-ready courses. It offers a metaliteracy perspective to further emphasize the importance of ethical engagement, critical reflection, and collaborative learning in applying AI to course design.
If you have ideas or case studies about integrating AI and metaliteracy into your own course design, we invite you to reach out. We would be glad to feature your approaches as a guest post on the Metaliteracy blog and share your insights with our global community.
We welcome this guest blog post from Riaz Laghari. He is an English language teacher, researcher, and writer from Pakistan. His work focuses on digital literacy, education, language, and critical thinking. As a passionate lifelong learner, he is dedicated to exploring how pedagogy and technology intersect to promote responsible digital citizenship.
I completed the Coursera MOOC Metaliteracy: Empowering Yourself in a Connected World offered by Empire State University. It was an incredibly enriching experience that broadened my understanding of how learners engage with information in today’s digital environment.
This story published in Medium entitled Embracing Metaliteracy in the Digital Age reflects my personal journey and learning process. It emphasizes the importance of being a responsible digital citizen in today’s interconnected world. Through the narrative, I explore how embracing metaliteracy has helped me understand the significance of critical thinking. It also highlights the importance of ethical information sharing. Collaboration in digital spaces is another key aspect I have come to appreciate. As I state in the article:
Metaliteracy has transformed my approach to digital engagement, equipping me with the tools to navigate the online world responsibly, ethically, and collaboratively.
In today’s fast-paced digital world, being an informed and ethical participant in online spaces is more important than ever. In this piece, I reflect on my personal journey as a digital citizen. I also consider my professional journey. My experiences are guided by the principles of metaliteracy. This article highlights how this model has influenced my way of learning. It details how I teach and share information. It shows how I evaluate online sources and engage responsibly in digital communities.
As I state in the article:
In my experience, embracing metaliteracy has meant developing a heightened awareness of my role in the digital ecosystem. It’s about recognizing that the content I create and share impacts others, and therefore, I must engage with this content thoughtfully and critically. This responsibility extends to both professional and personal digital spaces.
Besides my own journey, I also apply metaliteracy concepts in my teaching. I encouraged my students to reflect critically on the sources they use. I urged them to recognize their role as both consumers and producers of information. I also motivated them to collaborate more mindfully in digital spaces. For instance, I integrated reflective blog writing into the curriculum. I also added peer feedback activities. These methods helped promote metacognitive awareness. They fostered a more participatory learning environment. It was particularly effective in helping students become more responsible and confident digital citizens.
As I conclude in my Medium article:
As we continue to interact with the ever-expanding digital landscape, it is crucial for all of us to embrace metaliteracy. By doing so, we can foster a more informed, ethical, and connected world, where information flows freely and responsibly.
Riaz is an English teacher, and writes about language and political discourse in Pakistan. You can find his work on Mediumand via his personal blog. If you would like to share your personal or professional experience with metaliteracy, feel free to reach out.
The metaverse is rapidly expanding and even young children are immersed in worlds like Minecraft and Roblox. Adult learners have utilized Second Life as a learning space for building in 3D for years now. Educators and librarians must utilize these evolving information landscapes for teaching and learning. The metaverse is ideal for embedding metaliteracy and is a real, albeit virtual, place where critical thinking is needed. To that end, the Winter 2025 issue of the Virtual Education Journal has focused on metaliteracy.
The domains of metaliteracy can be taught in the metaverse and vocabulary can be modified for even very young students. For example, metacognition is “thinking about our thinking” and one might simplify the metacognitive domain to the word THINK. The cognitive domain might be simplified to the word KNOW. The affective domain deals with our emotional intelligence and could be simplified to the word FEEL. Finally, the behavioral domain deals with what students can act upon or simply put, what they DO.
A short video demonstrates these themes, and how they could be taught, by visualizing the four domains on virtual flags.
The metaverse is a perfect place to introduce metaliteracy because metaphors can be built in 3D. (Note the 3D model on page 76 in the Winter issue of VEJ). When students, embodied as avatars, can enter a model showing the roles, characteristics, and learning objectives of metaliteracy, they are able to better see how these relate to their own personal learning and their responsibilities for digital citizenship. The learner picture below is sitting on the foundational domains of metaliteracy.
By building a prototype model, one can envision how AI will impact metaliteracy. Soon other 3D builders will have the opportunity to revise the 3D model of AI and Metaliteracy in Second Life. Building in 3D is a great way to dig into the metaliteracy domains, roles, and characteristics of the learner. The picture below depicts AI as a large bubble in which we may navigate in and out of AI applications and still be aware of our own metaliterate roles and characteristics and the domains of our learning process. The learner is sitting on a beanbag that is scripted to allow the individual to move in and out of AI to illustrate that we can learn to control how we use AI and be aware of when AI is gathering information and producing new content.
A video demonstration of this prototype 3D metaliteracy model was provided at the Nonprofit Commons in Second Life and recorded here:
This prototype demonstrates the power of building in 3D and how we can produce and consume content as prosumers—both individually and collaboratively. This is metaliteracy in action. To become a good digital citizen, one must be metaliterate (whether you call it by that name or not!).
We appreciate this guest post from Dr. Valerie Hill, Director of the Community Virtual Library and researcher of changing literacy in digital culture. She has been innovative in applying metaliteracy in the virtual world of Second Life and the metaverse. Dr. Hill’s book, Metamodernism and Changing Literacy: Emerging Research and Opportunities, explores the relationship between metaliteracy and metamodernism.
We are excited to announce the final version of the 2025 Metaliteracy Goals and Learning Objectives. After an open comment period and extensive discussions, we have carefully reviewed the insightful feedback from the community and incorporated valuable suggestions into this finalized version. This update builds upon the 2018 goals and objectives while addressing the evolving nature of metaliteracy, particularly in response to revolutionary developments in artificial intelligence (AI) and the rapidly changing information environment.
Discussing the Role of AI
As we worked through these revisions, we had several intensive meetings in December and January to discuss not only specific updates but also how we conceptualize this version. One key topic of discussion was the role of AI. Although AI is specifically mentioned in the document, our focus extends beyond it to emphasize a broader understanding of metaliteracy. Our overarching goal is to acknowledge AI’s significant influence while ensuring that metaliteracy fosters a comprehensive and adaptable approach to learning in social information environments. Many of the revised objectives inherently address the need for metacognitive reflection and the ethical production of information, which are essential when engaging with AI-driven technologies.
Streamlining the Objectives
Through our collaborative efforts, we have refined this document to make it more actionable and adaptable for today’s educators and learners. This latest version of the Metaliteracy Goals and Learning Objectives streamlines the previous iteration by reducing the number of objectives from 34 to 20, providing greater clarity and focus. It further enhances self-awareness, critical thinking, and adaptability, ensuring that learners are prepared to engage with the complex information environments of today and the future. We made difficult decisions about which objectives to retain, eliminate, or merge, ultimately arriving at a more concise and focused approach. This process reinforced the “meta” perspective that distinguishes metaliteracy from traditional information literacy, aligning the framework with its continued evolution. This latest version underscores the essential ways in which metaliteracy supports continuous reflection, ethical participation in digital environments, and the responsible creation of knowledge.
How We Used AI
It is worth noting that we applied generative AI as a writing assistant to enhance clarity, refine the structure of ideas, and assess how certain objectives align with learning domains which provided valuable insights. Rather than allowing AI to dictate content, we used it as a tool for reflection and refinement, ensuring that our revisions remained true to the principles of metaliteracy that we have been developing for several years. This process serves as a model for how learners can engage with generative AI in a thoughtful, ethical, and collaborative manner—leveraging its strengths while maintaining critical oversight and intellectual ownership of ideas.
Call for Translations
As a next step, we welcome translation assistance to make the 2025 Metaliteracy Goals and Learning Objectives accessible globally. Translations will support a wider group of educators, learners, and researchers to integrate metaliteracy into their work, fostering international collaboration and engagement. If you can help, please leave a comment or contact us directly. Your support in broadening access to metaliteracy is invaluable. We invite you to review the final version of the 2025 Metaliteracy Goals and Learning Objectives and share your thoughts in the comments.
Thanks to the Metaliteracy Community
We want to extend our sincere gratitude to everyone who contributed during the open comment period. Your feedback was instrumental in shaping this final version, and we truly appreciate the thoughtful engagement from the metaliteracy community. Your insights helped refine the goals and objectives, making certain that they are relevant and impactful in educational and professional settings. Thank you for being part of this important process and for your ongoing support of metaliteracy. We look forward to continuing this important conversation with you. We invite you to review the final version of the 2025 Metaliteracy Goals and Learning Objectives and share your thoughts in the comments.
Now that the final version is available, we encourage you to explore the document and consider how these revised goals and objectives can be applied in your own teaching and learning. How do they support your approach to integrating metaliteracy and AI in education? What kinds of assignments or learning activities could be developed based on these insights? We invite you to share how you plan to apply these ideas in your work, teaching, or learning journey!
We look forward to hearing from you and keeping the dialogue going!
We are excited to share the newest draft of the Metaliteracy Goals and Learning Objectives (2025) with you! Through our collaborative work and plenty of our favorite tea, we’ve revised this document based on the progression of metaliteracy. It also addresses the revolutionary developments in artificial intelligence (AI). This update builds on the 2018 version, addressing the needs of educators and learners in rapidly changing information environments. We would love to hear your feedback! Please take a moment to review the draft. Then share your thoughts in the comment box at the end of that page. Do you find the revised goals and objectives useful? Any suggestions for revision? What did we miss? You may also want to add your thoughts concerning others’ suggestions and comments.
The world is evolving rapidly, especially with advancements in artificial intelligence (AI) and the growing concerns around mis- and disinformation. This led us to revisit the original goals and objectives published in 2018. Our aim was to tackle these trends head-on and consider the broader development of the metaliteracy model itself. We wanted a forward-thinking, adaptable approach for educators and learners to thrive in an increasingly complex information environment. This new version prepares learners for the challenges they will face in a world deeply influenced by AI. Metaliteracy’s emphasis on the “learner as producer” is central to the effective and ethical use of new tools and technologies.
As we worked through these revisions, we realized that the 2018 version was out-of -date and overly detailed. We streamlined the document by reducing the number of objectives from 34 to 20, focusing on clarity and purpose. This revision aligns with the evolution of metaliteracy itself and makes the framework more actionable for educators. We believe this new version is more focused and better suited to the needs of today’s learners. It has a sharper focus on critical thinking, self-awareness, and adaptability. We want learners to engage with and critically assess the technologies and influences shaping their world.
We’ve opted for an open comment period instead of a closed survey. This is a transparent process that encourages a collaborative exchange of ideas. We appreciate your thoughts and insights on these revisions, which will help guide the final version of the document.
So now, it’s your turn! We invite you to offer feedback on the draft Metaliteracy Goals and Learning Objectives (2025). What do you think about the revised document? Are there areas that need further refinement? How would these revised goals and objectives support you in teaching with AI? What kinds of assignments would you develop with these new insights? How would you revise existing assignments to apply these changes? The comment period will be open until February 28, 2025. After we analyze all of the feedback, we’ll share the final iteration of the 2025 document via this blog. We greatly appreciate your feedback as we continue to refine and evolve the metaliteracy framework for the future.
Thank you for your ongoing support and for being part of this exciting process! Please leave your comments on the page containing the new draft—let’s continue the conversation!
We welcome this guest post from Gabrielle Lerner, Student Government Association President and a graduate student in the MPA Program at Empire State University!
What is information? Is it the truth or perspective? What are we interpreting, and how do we know? Are we considering a lens or a fragment of something that is before us? I want to see information and feel that it is true—to discern its actuality. Can we feel information, like the vibration of a song? Is the goal for it to resonate and transcend our logical minds, or do we compare its intensity and velocity to standing on a mountain high up in the sky?
These were just some of the questions that stirred my curiosity during my metaliteracy course, an experience that transformed how I view and engage with information.
About three years ago, I had the incredible opportunity to take this course, and it remains one of the most profound educational experiences of my life. The course, Intercultural Perspectives on Information Literacy and Metaliteracy, brought together a diverse team of students from across the globe, including Germany, Bosnia-Herzegovina, Austria, Poland, India, and the United States. Our differences enriched our collaboration, offering a tapestry of perspectives as we navigated complex questions about truth, bias, and the framing of information. I am deeply grateful for the experience and for the chance to work with such a talented and thoughtful group of individuals.
As a group, we focused on the ways information is created, shared, and consumed, using an infographic as our lens. Our discussions delved into the complexities of citing general information, which can transform into something deeply specific with just the click of a button.
One of our most memorable exercises involved using the Metaliteracy wheel to assign roles within the group, ensuring that everyone contributed as a Teacher, Collaborator, Researcher, and Producer. This approach inspired us to be facilitators, speakers, and leaders. Together, we examined a controversial topic—climate change—from a perspective detached from the heated debates over causes or effects. Instead, we honed in on how information about climate change is produced, disseminated, and received.
The virtual landscape we explored was overwhelming at times, a maze of truths and half-truths that made us question what we thought we knew. We sought clarity amid the noise, sifting through scholarly articles, social media posts, and everything in between. We focused on how to identify credible channels, eliminate sensationalism, and help others do the same. We found fire in the footnotes of articles—the hidden truths buried in citations—and realized that even well-meaning authors could unknowingly perpetuate bias.
What truly united us as a group was our shared identity as truth seekers. We questioned assumptions, evaluated impacts, and guided each other through challenging topics. Our discussions were not just about information but also about who we are as learners and communicators. How do we ensure our voices contribute to a clearer understanding rather than adding to the clutter? How do we empower others to do the same?
The course was not only intellectually stimulating but also personally transformative. As we investigated the nuances of information, we, too, changed. Our group—the “metaliterate bunch”—became a microcosm of the literacy goals we sought to understand. We discovered that learning is as much about collaboration and introspection as it is about seeking answers. By the end, we had not only found the “key” to navigating the noise of the information age but also grown as individuals committed to a lifelong pursuit of truth.
Reflecting on this journey, I’m filled with gratitude for the experience and for my teammates, who inspired and challenged me every step of the way. The course taught me that being metaliterate is not just about understanding information; it’s about embracing the complexity of knowledge and striving to make sense of it with humility and curiosity.
We are excited to invite contributions to our forthcoming book, “AI and Metaliteracy: Empowering Learners for the Generative Revolution” edited by Dr. Nicola Marae Allain and Dr. Thomas P. Mackey. This new volume will be published in fall 2025 for the Innovations in Information Literacy series edited by Trudi E. Jacobson for Bloomsbury Publishing (Rowman & Littlefield).
This pioneering book will feature theories and case studies about empowering learners with metaliteracy as reflective producers, informed writers, and active participants for the technological, pedagogical, and cultural revolution inspired by generative AI (Heaven, 2022, Mackey & Jacobson, 2011, 2022).
We are interested in groundbreaking approaches to metaliteracy education that encourage learners to engage with innovative AI tools such as ChatGPT and DALL-E, among many others, for creating artistic, literary, scientific, and scholarly forms of generative text, image, and video. Each chapter will focus on developing ethical metaliterate learners with autonomy and agency who are capable of producing individual and collaborative knowledge with AI (Mackey & Jacobson, 2011, 2022). We encourage imaginative chapters about the effective use of AI through the lens of metaliteracy and related literacy models, such as the ACRL Framework for Information Literacy for Higher Education and the ACRL Visual Literacy Framework.
We welcome proposals from educators and practitioners, including librarians, teachers and professors worldwide, particularly those offering case studies with solid theoretical foundations and transferrable pedagogical strategies. We are seeking authors from wide-ranging disciplines, such as the Arts and Humanities, Digital Media Arts, Social Sciences, Composition Studies, Library and Information Science, Nursing, Business, and STEM. Chapter themes will also address the relevance of AI and metaliteracy to adult learning and workforce development and the importance of designing inclusive AI-driven learning experiences to advance digital equity, and accessibility for students with disabilities. The book will present methods for assessing the effectiveness of teaching metaliteracy competencies and highlight collaborative, interdisciplinary projects. We aim to provide international perspectives on the challenges and opportunities of empowering learners with generative AI and metaliteracy, exploring innovative theories and case studies that provide future directions for AI-driven learning environments.
Submission Guidelines
Proposals should include the following information:
Title: The concise and descriptive title for your proposed chapter.
Abstract: A summary (300-500 words) outlining the main objectives, theoretical foundation, metaliteracy components, generative AI tools, assessment methodology, and expected contributions of your chapter.
Author Information: Names, affiliations, and contact details of all authors.
Biographical Note: A brief biography (150-200 words) of each author highlighting relevant expertise and experience.
Please submit your proposals by December 15, 2024, to Tom.Mackey@sunyempire.edu. Selected authors will be notified by February 1, 2024, and full chapters will be due by May 1, 2025. Final chapters should be between 20 and 25 pages (double-spaced) and follow the formatting guidelines that will be provided upon acceptance.
Important Dates
Proposal Submission Deadline: December 15, 2024
Notification of Acceptance: February 1, 2025
Full Chapter Submission Deadline: May 1, 2025
Expected Publication Date: November 1, 2025
We look forward to receiving your innovative and insightful contributions that will help shape the future of metaliteracy for the generative AI revolution. For any inquiries or further information, please contact Nicola Marae Allain at Nicola.Allain@sunyempire.edu or Tom Mackey at Tom.Mackey@sunyempire.edu.
Join us in this groundbreaking project to advance education and empower learners with metaliteracy worldwide for the generative AI revolution!
Editors
Nicola Marae Allain, Ph.D. is the Dean of the School of Arts and Humanities at SUNY Empire State University, where she has held faculty (tenured) and administrative roles since 2002. Her research and leadership have focused on digital learning, immersive and virtual environments, and emerging technologies. She holds a PhD in Media and Communication from the European Graduate School, a MA in Dramatic Art, Dance and Music from the University of California, and a BA in English from the University of Ottawa. Allain’s interdisciplinary background in arts and humanities complements expertise in higher education technologies and systems, digital media arts, visual pedagogy, and digital communication. Throughout her career, Allain has demonstrated a commitment to developing an aptitude for lifelong learning among students and faculty, while supporting the agency and autonomy of learners within active and authentic learning environments. Her leadership in faculty development and curriculum design has modeled innovative strategies that scale across disciplines, and were widely adopted by SUNY Empire and institutions in New Zealand. Her decade-long role on the SUNY Innovative Instruction Research Council led to collaborations with the SUNY Faculty and Teaching with Technology (FACT2) Committee AI Task Group. Allain co-authored the SUNY FACT² Guide “Optimizing AI in Higher Education” (May 2024), for which she contributed sections on the social impact and creative applications of AI. She has previously collaborated on metaliteracy initiatives, courses and publications. Her recent articles focus on curriculum innovations in digital humanities, mindfulness, and leadership in higher education settings. Fluent in several languages, Allain is also a translator of French poetry and Classical Chinese literary texts.
Thomas P. Mackey, Ph.D. is Professor of Arts and Media and Program Coordinator for the BA and BS programs in Digital Media Arts at Empire State University. He is Academic Coordinator for online courses in Arts and Media. Dr. Mackey is the recipient of the Chancellor’s Award for Scholarship and Creative Activities (2022) and the Dr. Susan H Turben Chair in Mentoring (2021–2022). He has an honorary appointment as Extraordinary Professor, Research Unit Self- Directed Learning, Faculty of Education, North-West University, South Africa. Dr. Mackey originated the metaliteracy framework with Prof. Trudi E. Jacobson to prepare learners as individual and collaborative producers of new knowledge. He has published four books with Prof. Jacobson on metaliteracy, including the first co-authored manuscript on this topic entitled Metaliteracy: Reinventing Information Literacy as a Metaliteracy (2014). They co-edited two volumes Metaliteracy in Practice (2016) and Metaliterate Learning for the Post-Truth World (2019). Their most recent book Metaliteracy in a Connected World: Developing Learners as Producers (2022) is the recipient of the 2024 Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Dr. Mackey’s latest book is a co-edited volume with Dr. Sheila Marie Aird entitled Teaching Digital Storytelling: Inspiring Voices through Online Narratives (2024). He has presented both nationally and internationally about metaliteracy and generative AI and has designed learning assignments in several courses to engage learners in the generative AI revolution.
ACRL Association of College and Research Libraries. (2015). Framework for information literacy for higher education. American Library Association. Retrieved July 20, 2024, from http://www.ala.org/acrl/standards/ilframework.
Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62–78. https://doi.org/10.5860/crl-76r1.
Mackey, T. P., & Jacobson, T. E. (2022). Metaliteracy in a Connected World: Developing Learners as Producers. ALA Neal-Schuman.
Book image created in DALL-E using the prompt: “Visualize a dynamic book cover for AI and Metaliteracy: Empowering Learners for the Generative Revolution” (October 28, 2024).
The 3rd international Conference on Information Literacy (ICIL – Africa 2024) took place at Bibliotheca Alexandrina in Egypt. It featured a virtual presentation by Prof. Tom Mackey from Empire State University. The topic of Tom’s talk was Artificial Intelligence and the Future of Literacy. This presentation explored the revolutionary changes in generative artificial intelligence (AI). It highlighted the groundbreaking potential of information literacy, AI literacy, and especially metaliteracy to transform learning. This talk explored the core theme of the conference “Information Literacy Revolution: Get Ready.” It also looked ahead to the future of literacy in a world of generative AI. Metaliteracy serves as a comprehensive pedagogical framework that prepares meditative learners as individual and collaborative producers of digital information. It also prepares them as effective communicators and participants in rapidly-evolving information environments.
Tom’s presentation examined several key themes:
AI offers considerable potential for supporting artistic creativity and learning
AI challenges our understanding of originality and the original production of information
The problem of mis- and dis-information is exacerbated through AI
Metaliteracy offers a holistic model for effectively engaging learners with AI technologies
The metaliteracy goals and learning objectives reinforce the application of metaliteracy in practice
Metaliteracy emerged from information literacy and developed into a comprehensive model with several core components. It aligns with emerging AI Literacy models while focusing on learning in wide-ranging information environments. This approach provides a holistic and open framework to prepare learners as ethical producers of generative content.
We want to know how you engage with metaliteracy in your teaching and learning with AI. To share your techniques for applying AI and metaliteracy, please contact Tom Mackey or Trudi Jacobson directly. We welcome your ideas about a guest blog post!
Here’s the slideshow of the Metaliteracy and AI Keynote:
Tom’s keynote offered several takeaways:
The development of AI is both a revolution and evolution
Several international organizations have defined ethical frameworks for engaging with AI
Generative AI contributes to the proliferation of mis- and disinformation
Metaliteracy supports the design of effective learning activities with generative AI
Metacognitive reflection is key to the learning process when working with AI
Reflecting on their learner roles, especially the producer role, reinforces active engagement with AI
The analysis of AI ethics is reinforced through metaliteracy’s civic-minded characteristic
Digital storytelling and the inventive production of AI-generated content support learners in discovering their authentic voice
This international conference offered a chance to engage with educators and learners from around the world. It emphasized the value of exploring generative AI through the lens of metaliteracy. The keynote emphasized the core components of metaliteracy including the learning domains, roles, and characteristics. It focused on how these elements work together to support learners in developing a metaliteracy mindset. This mindset prepares them for wide ranging information environments that are increasingly mediated by AI.
If you are interested in learning more about metaliteracy, please explore the many open resources via this blog as a starting point. Additionally, we want to know how you engage with metaliteracy in your teaching and learning with AI. If you have an idea for a guest blog post, feel free to reach out to Tom Mackey or Trudi Jacobson directly.
Metaliteracy.org 