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Literacies in the Age of AI
Teaching and Learning in the Digital Era
Gabriela C. Zapata (Author), Bill Cope (Author), Mary Kalantzis (Author)
9781394338627, Wiley
Paperback / softback, published 16 February 2026
368 pages
22.6 x 15 x 2.5 cm, 0.476 kg
An innovative resource for understanding and teaching literacy in a digital and AI-powered world Literacies in the Age of AI: Teaching and Learning in the Digital Era responds to a critical need in contemporary education by redefining literacy in light of digital transformation and the rise of generative AI. Moving beyond traditional definitions of reading and writing, this innovative volume situates literacy as a complex, multimodal practice involving text, image, sound, space, and gesture. Through a compelling historical and theoretical account of literacy's evolution—spanning from oral traditions and early writing systems to today's AI-integrated learning environments—the text equips readers to navigate a shifting communicative landscape shaped by emerging technologies. Written by a team of leading educators and researchers, Literacies in the Age of AI proposes a reflexive pedagogical framework that synthesizes didactic, authentic, functional, and critical approaches. Eight accessible yet detailed chapters explore how learners co-construct meaning within diverse social, cultural, and technological contexts. The authors critically address challenges such as algorithmic bias, fabricated content, and privacy while emphasizing the transformative potential of GenAI in education, including its role in assessment, inclusion, and personalized learning. Empowering educators to design learning environments that support critical thinking, creativity, and equity, this valuable book: Bridging the gap between research and classroom practice with interdisciplinary applications suitable for a wide range of learning contexts, Literacies in the Age of AI: Teaching and Learning in the Digital Era is ideal for undergraduate and graduate courses in literacy education, curriculum and instruction, educational technology, and media studies. It is particularly well-suited for teacher preparation programs and digital literacy modules in education and applied linguistics programs.
List of Figures xii List of Tables xiv List of Appendices xvi Preface xvii AI Disclosure xxi Chapter 1: What Is Literacy? 1 Introduction 1 Before Writing: First Languages 2 The Coming of Writing and Print Literacy 6 Writing in the Digital Era 9 The Rise of Multimodality 11 GenAI as a Multimodal Literacy Technology 13 Conclusion 19 Glossary of Terms 20 Consolidate, Explore, Reflect, Do 23 Task 1: What Is Literacy? Personal Connections 24 Task 2: Literacy Throughout History 24 Task 3: Multimodality in Today’s Indigenous Languages 24 Task 4: First Languages Today 25 Task 5: Literacy Throughout History: Comparison 26 Task 6: Personal Literacy Timeline 26 References 26 Chapter 2: Literacy and the Combination of Different Meaning Forms 31 Introduction 31 Meaning Forms 32 Text 34 Writing 34 Reading 37 Image 40 Space 44 Object and Body 46 Sound 49 Speech 52 Connecting Speech to Text: Phonics Controversies 54 Conclusion 58 Consolidate, Explore, Reflect, Do 58 Task 1: Multimodal Portfolio Creation 59 Task 2: Forms of Meaning Explained 59 Task 3: Interactive Multimodal Museum Exhibit 60 Task 4: Mapping Spatial Communication 60 Task 5: Lesson Plan on Meaning Forms and Multimodality 61 Task 6: Gesture and Movement Case Study 61 Task 7: Redesign of Educational Material 62 Task 8: Analysis of a Multimodal Artifact 63 References 64 Chapter 3: What Literacy Does: Mapping the Functions of Meaning 68 Introduction 68 Traditional School Grammar 69 Overview 69 The Pedagogy of Traditional Grammars 73 Transformational- Generative Grammar 75 Overview 75 The Chomskian View of Culture and Learning 77 Systemic- Functional Grammar 81 Overview 81 Comparing Halliday’s Grammar with Other Approaches 84 Transpositional Grammar 88 Overview 88 Transposition 1: Between and Across Meaning Forms 91 Transposition 2: Between and Across Meaning Functions 94 Reference 95 Agency 96 Structure 97 Context 97 Interest 98 Transpositions of Functions (and Forms) 99 The Differences Between Human Meaning and Generative AI 100 Human Meaning: Theoretical, Embodied, and Contextualized 101 GenAI Meaning: Empirical and Statistical 102 Implications for Meaning and Literacy 103 Conclusion 103 Consolidate, Explore, Reflect, Do 105 Task 1: Deconstructing Grammar Through Meaning- Making 105 Task 2: Exploring Transformational Grammar and Its Impact on Second Language Teaching and Learning 105 Task 3: Investigating SFG in Context 106 Task 4: Analyzing Different Meaning Forms 107 Task 5: The Five Functions of Meaning in Everyday Communication 108 Task 6: Multimodal Transposition Challenge 109 Task 7: Ethics and Power in Meaning- Making 109 References 110 Chapter 4: Literacy Pedagogies 112 Introduction 112 Understanding Pedagogical Approaches 113 Didactic Literacy Pedagogy 115 Authentic Literacy Pedagogy 117 Functional Literacy Pedagogy 121 Critical Literacy Pedagogy 124 The Pedagogy of Multiliteracies 129 Learning by Design 134 Overview 134 Reflexive Literacy Pedagogy 139 Conclusion 140 Consolidate, Explore, Reflect, Do 142 Task 1: Tracing Pedagogical Shifts in Literacy 142 Task 2: Designing a Learning Task Using the LbyD Framework 143 Task 3: Literacy in Everyday Life 145 Task 4: Analyzing Syncretic Approaches in Action 145 Task 5: Exploring Literacy Pedagogies in the Classroom 146 Task 6: Exploring Literacy in the Age of Generative AI 149 References 151 Chapter 5: Digital Literacy and Artificial Intelligence 155 Introduction 155 Digital Media, Participation, and Multimodal Meaning- Making 156 The Internet and Mass Connectivity 158 Reflexive Pedagogy and E- Learning Ecologies: Digital Affordances for Literacy Learning 160 Ubiquitous Learning 162 Multimodal Meaning 164 Active Knowledge- Making 165 Recursive Feedback 168 Collaborative Intelligence 172 Metacognition 174 Differentiated Learning 176 E- Learning Ecologies, GenAI, and Cyber- Social Learning 178 Cyber- Social Learning: Opportunities 178 Mapping E- Learning Affordances onto Cyber- Social Learning 180 Challenges of GenAI in Education: Bias, Fakes, and Policy Concerns 183 AI Bias 183 AI Fakes 185 Policy and Security 185 GenAI in Education: New Roles for Teachers 187 Orchestrating Content Creation and Differentiation 187 Curating Assessments and Providing Formative Feedback 188 Sustaining Higher- Order Literacies in an Automated World 189 Facilitating Collaborative Knowledge Work and Community Connections 190 Developing AI Literacy 192 Toward Digital Citizenship 194 Conclusion 198 Consolidate, Explore, Reflect, Do 199 Task 1: Picture Books and Multimodal Literacy 199 Task 2: Investigating AI Bias 202 Task 3: GenAI as a Creative Partner— Testing GenAI in Content Creation 203 Option 1 203 Option 2 204 References 206 Chapter 6: Literacies Development Across Levels of Learning 212 Introduction 212 Literacy and Cognition 213 Icon 214 Indicator 214 Symbol 215 Designing Meaning 218 Cognitive Development in Children 219 Literacies for Learning 224 Learning in the Zone of Proximal Development 224 The Role of Literacies in Learning 227 Developing “Metarepresentations” 229 The Strangeness of School 230 Toward the “Reflective Consciousness” of Adult Cognition 231 Literacies as Extensions of Mind 232 Conceptualizing and Developing AI Literacy in Educational Contexts 234 Early Childhood Education 237 Elementary/Primary School Education 239 Middle and High School/Secondary Education 242 Academic Literacies for College and University 245 AI Literacy in Educational Contexts: Summary 247 Conclusion 250 Consolidate, Explore, Reflect, Do 251 Task 1: Aligning UNESCO’s (2024) AI Competency Framework with LbyD 251 Task 2: UNESCO’s (2024) AI Competency Levels and Instructional Practices 252 Task 3: Designing a Multimodal and AI Literacy Activity 254 References 255 Chapter 7: Learner Differences in Teaching and Assessment 260 Introduction 260 Dimensions of Learner Difference 261 Learners’ Lifeworld 264 Translanguaging 266 Inclusive Classroom Practices 267 GenAI and Inclusive Classroom Practices 271 Literacies Assessment 273 The Types and Purposes of Assessment 273 Big Data and Assessment 277 A More Inclusive Path to Assessment Practices 278 GenAI- Supported Assessment 281 Conclusion 288 Consolidate, Explore, Reflect, Do 288 Task 1: Reflecting on Our Lifeworld 289 Task 2: Translanguaging in Action 289 Task 3: Inclusive GenAI- Supported Assessment 290 Task 4: Creating Inclusive Curricula 291 References 292 Chapter 8: Futures for the Discipline of Education and Literacies Research 298 Introduction 298 The Expanded Role of Education and Its Epistemological Imperative 299 The Semiotic Turn: Reframing Research as a Process of Meaning- Making 300 The Social Turn: Emphasizing Learning as a Socially Embedded Process 303 The Ontological Turn: Shifting Focus to Material and Digital Realities 304 GenAI in Educational Research 305 Human- AI Collaboration: Educators’ and Researchers’ Roles 309 Towards Education Justice in the GenAI Era: A Pathway Forward 310 Conclusion 313 Consolidate, Explore, Reflect, Do 314 Task 1: GenAI and Your Teaching Philosophy 314 Task 2: Designing a GenAI- Supported Research Project 315 Task 3: Reflecting Across Chapters 315 Task 4: Future- Oriented Literacies Education 316 References 317 Appendix 1: Pedagogical Intervention Planning Tool 321 Appendix 2: Sample Materials for Secondary School Students in a Spanish Language Arts Classroom 323 Index 331
Subject Areas: Education [JN]
