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 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!
Metaliteracy.org 