Tag Archives: AI Literacy

CALL FOR PAPERS: Teaching and Learning with AI through Metaliteracy

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The Independent Journal of Teaching and Learning is seeking submissions for a special issue on Teaching and Learning with AI through Metaliteracy.

Prof. Thomas P. Mackey and Prof. Nicola Marae Allain from Empire State University have been invited to serve as guest editors for this thematic collection, which celebrates the 21st anniversary of this peer-reviewed international journal from South Africa. The journal brings together researchers and educators from around the world to share scholarship that advances teaching, learning, and educational practice.

We invite submissions of original research and reflective scholarship that explore how metaliteracy can inform teaching and learning with artificial intelligence. Contributions may examine theory, pedagogy, classroom practice, assessment, learner engagement, ethics, creativity, self-directed learning, or interdisciplinary applications across multimodal contexts.

As artificial intelligence continues to influence teaching and learning, and the production and sharing of knowledge, metaliteracy prepares learners for evolving information environments, including those mediated by AI. The metaliteracy model emphasizes learner agency through interconnected learning domains, learner roles, and learner characteristics. We welcome submissions that explore how these core components of metaliteracy can inform teaching and learning with AI across a wide range of educational settings.

Please see the full Call for Papers for submission guidelines, important dates, and the complete list of suggested topics. A downloadable PDF of the call is also available for sharing with colleagues.

Nicola and I look forward to bringing together a diverse collection of scholarship that explores innovative approaches to AI and metaliteracy from international perspectives.

IJTL call for paper 22(1)_2027Download

Watch the Workshop Recording: Advancing OER with Metaliteracy and AI

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The interactive workshop Advancing OER Through Metaliteracy and AI Integration, presented by Prof. Tom Mackey of Empire State University, explored the application of metaliteracy and artificial intelligence (AI) to enhance the design of Open Educational Resources (OER). ​This online session was organized by Prof. Dorothy Laubscher, UNESCO Chair at North-West University (NWU) in South Africa, and was featured as part of the NWU OER Fellows and the SADiLaR Digital Humanities OER Champions Project.

The workshop introduced key concepts from metaliteracy and emphasized the updated Metaliteracy Goals and Learning Objectives to address the challenges and opportunities of AI for teaching and learning. ​ Participants engaged in several interactive surveys and two workshop activities that emphasized ethical, creative, and collaborative applications of AI in open learning environments. ​The session illustrated how careful planning and inclusive engagement reinforce the learning experience through the development of sustainable OER. ​

Real-world examples from the Digital Media Arts program at Empire State University illustrated how metaliteracy supports self-directed and multimodal learning in AI-driven environments. ​

The video recording from the session is now available:

Video recording of OER + Metaliteracy + AI Workshop

Watch the video to learn how to integrate AI and metaliteracy to support effective OER development. Try the workshop activities or adapt them to your OER projects. ​ We invite you to share the outcome of your work via this blog, and we’ll gladly support you in doing so. If you have any questions, let us know!

Tom and Trudi

Metaliteracy Examined at the Faculty360.org Global Summit on AI

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At the Faculty360.org 2025 Summit, hosted virtually by Zayed University in the United Arab Emirates, Tom Mackey delivered a presentation titled “Developing Metaliterate Learners for Generative AI.” The summit theme, Beyond the AI Hype: Faculty Futures in a Changing World, provided the context for a session that introduced metaliteracy as a holistic pedagogical framework for teaching and learning with generative AI. The presentation examined how the model supports critical thinking, knowledge production, and collaborative learning in AI environments.

The talk outlined the key elements of the metaliteracy framework and illustrated how its learner domains, roles, and characteristics guide effective engagement with generative AI. The 2025 revision of the Metaliteracy Goals and Learning Objectives was discussed as a transferable resource for educators seeking to support ethical, reflective, and empowered engagement with AI across disciplines.

Several examples of learning activities from the Digital Media Arts program at Empire State University illustrated how the integration of AI and metaliteracy can foster creativity, critical reflection, and informed decision-making. The session also introduced new versions of the metaliteracy diagrams, offering updated visualizations that show how the framework enhances multiple modality learning in a wide range of educational settings.

The slide deck from this presentation is now available and can be accessed below.

If you would like to contribute your own take on these ideas, particularly as they relate to the metaliteracy framework and the updated Metaliteracy Goals and Learning Objectives, we would be glad to work with you on a guest blog post.

Tom and Trudi