AI and Literacy Symposium

Virtual Symposium for the Study of Generative AI and Literacy

22 October, 2026, 1pm-5pm (BST); 8am-12pm (EDT)

 

Hosted By: The Institute for the Study of University Pedagogy, University of Toronto Canada and the Lancaster Literacy Research Centre, Lancaster University, UK

Organisers: Prof. Chris Eaton (Toronto), Prof. Julia Gillen & Prof. Uta Papen (Lancaster)

With Discussant: Prof. Kevin Leander – Vanderbilt University; University of Southern Denmark

Registration link

Presentation Schedule

EDT BST Item
8:00–8:10am 1:00–1:10pm Welcome and introduction
Panel 1
8:10–8:25am 1:10–1:25pm Biljana Naumoska-Sarakinska & Aneta Naumoska (Ss. Cyril and Methodius University, Skopje) — “AI Literacy as Academic Literacy: EFL Writing and Student Agency in North Macedonia”
8:25–8:30am 1:25–1:30pm Transition
8:30–8:45am 1:30–1:45pm Ann-Marie Eriksson (University of Gothenburg) — “The message structure of prompt-and-response activities”
8:45–8:50am 1:45–1:50pm Transition
8:50–9:05am 1:50–2:05pm Laura Taylor (University of Toronto Mississauga) — “Changing First-Year Writing Patterns in AI-Influenced Contexts: Comparing Diagnostic Writing from 2022–2023 and 2026”
9:05–9:15am 2:05–2:15pm Q&A, Panel 1
9:15–9:20am 2:15–2:20pm Break
Panel 2
9:20–9:35am 2:20–2:35pm Tetyana Müller-Lyaskovets, Meni Syrou & Olena Horner (TU Dortmund; University of Minnesota) — “On the path to literacy: Updating writing skills pedagogy through agency in AI-assisted writing”
9:35–9:40am 2:35–2:40pm Transition
9:40–9:55am 2:40–2:55pm Kathy Hibbert (Western University) — “The Virtue of Not Knowing: AI Literacy, Uncertainty, and Judgment”
9:55–10:00am 2:55–3:00pm Transition
10:00–10:15am 3:00–3:15pm Wen Wen & Xuexue Yang (SUNY Oneonta) — “Why Write If AI Can Write? Exploring In-service Teachers’ Redesign of Writing Pedagogy in the Age of Generative AI”
10:15–10:25am 3:15–3:25pm Q&A, Panel 2
10:25–10:30am 3:25–3:30pm Break
Panel 3
10:30–10:45am 3:30–3:45pm Eunhee Buettner & Bong-gi Sohn (University of Winnipeg) — “Rethinking AI Literacy: Toward L2 AI Literacy for Plurilingual Students”
10:45–10:50am 3:45–3:50pm Transition
10:50–11:05am 3:50–4:05pm Rachel Horst (University of British Columbia) — “The Future Will Not Be Retrieved: Epistemic Agency and Entangled AI Literacy”
11:05–11:15am 4:05–4:15pm Q&A, Panel 3
11:15–11:20am 4:15–4:20pm Break
11:20–11:55am 4:20–4:55pm Discussant — Kevin Leander
11:55am–12:00pm 4:55–5:00pm Concluding remark

General introduction

“AI Literacy” has become a popular topic for research as literacy teachers in upper secondary and undergraduate contexts grapple with the implications of generative AI.  While some important scholarship has helped to form early understandings of what AI Literacy is and what it means for pedagogies, it represents the beginning of a much larger conversation.

Early discussions have largely emerged independent of each other as literacy scholars have responded to generative AI’s influence in their local contexts. From these foundations have emerged early frameworks for AI in education and literacy (e.g., Allen & Kendeou, 2024; Beck & Levine, 2024; Ng et al., 2021; Su & Yang, 2023), as well as some early discussions about what AI Literacy means and how it connects to pedagogies (e.g., Almatrafi et al., 2024; Anders & Dux Speltz, 2025; Davis et al., 2026; Kalantzis & Cope, 2025; McPhee & Jerowsky, 2025). There have also been applications of different understandings of literacy practices to make sense of generative AI in pedagogies (e.g., Burris & Leander, 2024; Jensen & Jensen, 2025; Wang & Wang, 2025).

This virtual symposium aims to take the next step in understanding literacies and literacy practices that account for generative AI’s influence in secondary and undergraduate contexts. The symposium invites proposals that will contribute data- and theory-informed conversations that build on related literacy traditions

(e.g., New Literacy Studies, Academic Literacies, Multiliteracies, etc.). Bringing together different understandings of literacy studies will offer a lively, multifaceted discussion that considers what experiences, perspectives, knowledge and pedagogies are needed now that generative AI is a prominent influence in our classrooms.

Guiding Questions

The symposium hopes to stimulate discussions around three questions:

  • What understandings and knowledge about literacy do learners need to use generative AI in an informed way?
  • How might different concepts of literacy inform generative AI use?
  • How might literacy pedagogies support learning in the context of continuing developments of generative AI?

By exploring these questions, the symposium will consider how different ways of understanding and using AI might inform, complicate, and nuance future pedagogies.

Outcomes

The symposium will have two primary outcomes.

  1. Papers presented will be invited to submit to a journal special issue, guest edited by the symposium organisers (Eaton, Gillen, Papen).
  2. The symposium will aim to forge future research partnerships. Symposium presenters and audience members will be invited to a follow-up discussion in November 2026. This follow-up discussion will strategize ways symposium participants may bring together their research expertise for future research on generative AI and literacies.

Questions: Email chris.eaton@utoronto.ca

References

Allen, L. K., & Kendeou, P. (2024). ED-AI Lit: An interdisciplinary framework for AI  literacy in education. AERA Open, 10(1), 1-17. 17.  https://doi.org/10.1177/23727322231220339

Almatrafi, O., Johri, A., & Lee, H. (2024). A systematic review of AI literacy conceptualization, constructs, and implementation and assessment efforts (2019–2023). Computers and Education Open, 6, 1-20. https://doi.org/10.1016/j.caeo.2024.100173

Anders, A.D., & Dux Speltz, E. (2025). Developing generative AI literacies through self- regulated learning: A human-centered approach. Computers and Education: Artificial Intelligence, 9, 1-14. https://doi.org/10.1016/j.caeai.2025.100482

Beck, S.W., & Levine, S. (2024). The next word: A framework for imagining the benefits and harms of generative AI as a resource for learning to write. Reading Research Quarterly, 59(4), 706-715. https://doi.org/10.1002/rrq.567

Burriss, S.K., & Leander, K. (2024). Critical posthumanist literacy: Building theory for reading, writing, and living ethically with everyday artificial intelligence. Reading Research Quarterly, 59(4), 560-569. https://doi.org/10.1002/rrq.565

Davis, K., Stambler, D. M., Campbell, J., Tham, J., Jiang, J., Verhulsdonck, G., & Hocutt, D. (2026). What do we mean by “AI literacy”? Tensions in current institutional guidelines and recommendations for a slow, reflective future. Programmatic Perspectives, 17(1), 1-54. https://programmaticperspectives.cptsc.org/index.php/jpp/article/view/137

Jensen, T. W., & Jensen, S. W. (2025). AI literacy in the context of working with sources:  Pitfalls and possibilities of generative AI models in academic writing. Journal of Academic Writing, 15(2), 1-12. https://doi.org/10.18552/joaw.v15iS2.12241

Kalantzis, M., & Cope, B. (2025). Multiliteracies since social media and artificial intelligence. Harvard Educational Review, 95(1), 135-151. https://doi.org/10.17763/1943-5045-95.1.135

McPhee, S. W., & Jerowsky, M. (2025). Beyond technical skills: A pedagogical  perspective on fostering critical engagement with generative AI in university classrooms. Frontiers in Education, 10, 1-7. https://doi.org/10.3389/feduc.2025.1593278

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI  literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 1-11. https://doi.org/10.1016/j.caeai.2021.100041

Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 6(3), 355-366. https://doi.org/10.1177/20965311231168423

Wang, Z., & Wang, C. (2025). A posthumanist approach to AI literacy. Computers and Composition, 76.  https://doi.org/10.1016/j.compcom.2025.102933