This panel explores the transformative potential of metaliteracy as a holistic framework for addressing the global challenges and opportunities presented by artificial intelligence (AI). We investigate the role of metaliterate learners as "humans-in-the-loop" (HITL) to ensure active participation through inclusive pedagogies that involve AI (Munro, 2021). HITL defines the collaborative engagement of people in dynamic settings that are increasingly automated and generative through large language models (Mosqueira-Rey, E., et al., 2023).
Exploring metaliteracy as a learner-centered pedagogy in relation to the affordances of HITL systems, offers insights into what people require to experiment in these settings, rather than focusing solely on the risks associated with these technologies.
Metaliteracy empowers learners to produce new knowledge as ethical participants in evolving information environments (Mackey & Jacobson, 2022). This unifying model encompasses four learning domains—affective, behavioral, cognitive, and metacognitive—cultivating the capacity to explore motivations, apply knowledge, reflect on abilities, and critically engage with advancing AI technologies (Mackey & Jacobson, 2022). Focusing on self-regulation, self-efficacy, and discernment, we explore how these factors shape students' interactions with AI.
Global trends such as increasing access to generative AI reveal a critical knowledge gap that influences whether students experiment with, use, and build literacy with these technologies. Faculty perceptions and institutional narratives—portraying AI either as a promising tool or as something harmful—further contribute to this disparity. Moreover, AI tools often perpetuate biases against underrepresented groups, including non-native English speakers and students with disabilities (Tate et al., 2023). Emphasizing AI detection or banning its use undermines trust, making students fear false accusations and reinforcing a fear-based approach to AI in learning.
This international panel offers multiple perspectives, sharing case studies that demonstrate actionable strategies for empowering learners as humans in the loop through metaliteracy. We will explore five interrelated themes: 1) ethics of AI in digital media, 2) responsible use of AI in postgraduate research, 3) culturally sustaining pedagogy for inclusive learning, 4) misrepresentation in AI, and 5) inclusive curriculum design. These case studies illustrate the transformative potential of metaliteracy by drawing from several disciplinary perspectives, institutional contexts, and global environments. Together, they underscore the value of preparing learners to apply AI tools constructively while fostering ethical practices and adaptability within collaborative and interconnected learning communities. Attendees will gain practical insights for advancing the responsible application of AI technologies. The session will introduce innovative methods for integrating metaliteracy into multidisciplinary curricula and provide effective approaches for preparing learners to succeed in AI-driven environments. These takeaways will offer participants the perspectives needed to address the challenges and leverage the opportunities presented by AI.
References
Mackey, T. P., & Jacobson, T.E., Metaliteracy in a Connected World: Developing Learners as Producers. New York: American Library Association (ALA)/Neal-Schuman Publishers, Inc., 2022
Munro, R. (2021). Humans in the loop machine learning. Manning Publications.
Mosqueira-Rey, E., Hernández-Pereira, E., Alonso-Ríos, D., Bobes-Bascarán, J., & Fernández-Leal, Á. (2023). Human-in-the-loop machine learning: a state of the art. The Artificial Intelligence Review, 56(4), 3005–3054. https://doi.org/10.1007/s10462-022-10246-w
Tate, T., Doroudi, S., Ritchie, D., Xu, Y., & Uci, M. W. (2023). Educational Research and AI-Generated Writing: Confronting the Coming Tsunami. https://doi.org/10.35542/osf.io/4mec3
