Generative AI tools such as ChatGPT, CoPilot and Claude burst into widespread adoption within educational settings following the pandemic. These tools provide students and educators at all levels with tools that can potentially enhance teaching and learning, while also providing a concomitant set of challenges. Generative AI (GenAI) tools for learning are colloquially described by the utilities they provide to people as they either use an LLM-based tool like ChatGPT to learn, or to structure how learning should take place. The discursive nature of ChatGPT means that at one level, GenAI literacy entails knowing how to communicate with the software to retrieve information. At another level, it also means having the requisite skills to evaluate the information generated for its relevance and accuracy and to decide how to follow-up for additional information. While discussions about GenAI literacy to enhance critical inquiry and to promote ethical use of these tools are needed to support students, teachers and course designers impacted by their adoption, even more questions remain about uses of GenAI related to content development, writing and academic research. In this foreword, I provide a perspective of the literacies commonly associated with GenAI applications within formal and informal learning contexts. By doing so, I discuss the adoption of GenAI literacies within a larger theoretical and sociotechnical frame, as seen through the lenses of educational technology scholarship and posthumanist perspectives.