Generative AI tools such as ChatGPT, CoPilot, and Claude burst into widespread adoption within educational settings following the SARS-CoV2 pandemic. These applications provide students and educators 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 a Large Language Model (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. 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. The adoption of GenAI impacts these individuals, and critical discussions continue about the uses of GenAI in content development, writing, and academic research. In this foreword, I offer a perspective on the literacies commonly associated with GenAI applications in both formal and informal learning contexts. By doing so, I discuss the adoption of GenAI literacies within a broader theoretical and sociotechnical framework, as viewed through the lenses of educational technology scholarship and posthumanist perspectives.