11th Workshop

New Literacies and Educational Practices in the Age of Artificial Intelligence

The submission and publication instructions are the same as those for the General Conference: please consult them here.

To submit an article to this Workshop, access the following link and place the code “WS_11” before the title of the contribution: https://easychair.org/conferences/?conf=icomta26

Abstract

The rapid expansion of generative artificial intelligence is profoundly reshaping teaching and learning practices across all educational contexts—formal, non-formal, and informal. Beyond the adoption of a specific technology, these changes directly challenge how knowledge is constructed, validated, and communicated. In doing so, they call into question existing digital competencies proposed for students and teachers, and open up pathways for new literacies capable of addressing major emerging challenges.

This Workshop is conceived as a space to analyze emerging educational practices developing in AI-infused scenarios and complex media environments. The focus is not only on technology itself, but on the pedagogical and communicational uses that teachers and students deploy when interacting with intelligent digital tools, media platforms, and automated content production systems.

From the perspective of new literacies, the Workshop invites reflection on how the competencies needed to interpret, produce, and evaluate information are changing, as well as how to participate critically in digital environments where the boundaries between human and algorithmic authorship are becoming increasingly blurred.

Amid the growing emergence of reference frameworks or AI literacy models such as:

  • The EU and OECD IALIT Framework
  • AI Literacy in Teaching and Learning: A Durable Framework for Higher Education (EDUCAUSE)
  • The UNESCO AI Competency Framework for Students and Teachers (UNESCO)

the Workshop aims to welcome literature reviews, empirical research, case studies, and educational experiences that examine how AI, competencies, and literacies are integrated into student and teacher practices and productions. It will also provide space for work that explores the institutional and pedagogical challenges involved in incorporating AI as a learning environment—not merely as an instrumental tool.

The ultimate goal is to foster dialogue that helps us understand how educational practices are being redefined by the convergence of digital competencies, media literacy, and artificial intelligence, and how these transformations can be guided toward more critical, inclusive, and socially responsible pedagogical models.

Workshop Objective

To promote the analysis of research and educational experiences that explore the articulation between digital competencies, new literacies—with an emphasis on media literacy and AI literacy—and the pedagogical use of artificial intelligence, in order to understand how educational practices and teacher education are changing across different educational settings.

Topics

Artificial intelligence and learning processes
  • AI as a mediator of writing, research, and assessment processes.
  • Intelligent tutoring systems and automated feedback.
  • The impact of AI on learners’ self-regulation.
  • Pedagogical uses of AI tools in face-to-face, virtual, and hybrid classrooms.
  • Student media production supported by AI.
  • Educational ethics of AI use in the classroom.
Digital competencies and new literacies
  • Development and assessment of digital competencies in AI-mediated contexts.
  • Integration of digital competencies into school and university curricula.
  • Critical analysis of automated content and deepfakes; competencies to detect disinformation and verify sources.
  • Teachers’ media literacy in contexts of generative AI.
Teacher education and professional development
  • Initial teacher education in digital competencies and AI.
  • Teacher professional development for new literacies.
  • Teachers’ beliefs regarding the educational use of AI.
  • Reflective practices on technology and pedagogy.
Expected Types of Contributions
  • Evaluations of media literacy programs.
  • Teaching proposals validated in real contexts.
  • Analyses of education policies from the perspective of teaching practice.

Academic General Coordination

  • Dr. Patricia Henríquez Coronel — UNAE

Technical Coordination

  • Dr. Patty Acosta — UDLA Ecuador
  • Dr. Safia Malahah — Kansas State University
  • Dr. Juan Silva — Universidad de Santiago, Chile
  • MSc. Angélica Quito — UIDE Ecuador