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Abstract

The rapid integration of generative artificial intelligence (AI) into academic, civic, and personal contexts requires students to develop the skills and dispositions necessary for ethical and critical engagement with AI‑mediated texts. While AI literacy is often framed as a technical competency associated with computer science, this paper argues that secondary English language arts (ELA) classrooms are uniquely positioned to support AI literacy through media literacy practices. Drawing on constructivist pedagogy, existing research on media literacy and AI literacy, and the Virginia English Standards of Learning, the article presents a framework that aligns core media literacy competencies with human–AI interaction. To illustrate these ideas in practice, the article offers adaptable lesson examples organized around concept development, self‑awareness, ethics, empathy, and technical competencies. Implications for instructional design, student motivation, equity, and policy are discussed to support meaningful integration of AI in ELA instruction.

Author Biography

Matthew Korona is an Instructional Technology Facilitator at Freedom High School in Loudoun County Public Schools. He is also the founder of Media Minded Project and serves as Virginia's Media Literacy Advocate for Media Literacy Now. He earned his Ph.D. from George Mason Univeristy specializing in Literacy and Designing Digital Learning in Schools. His teaching and research emphsizes integrating digital and media literacy into content instruction to empower students to think critically about their information practices.

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