The Privilege of Asking Questions: Reflecting on Information Literacy in the Age of Gen AI
Main Article Content
Abstract
AI tools are making it easier than ever for anyone with internet access to ask any question they want. Yet, just like using search engines to find resources, having access to Gen AI tools on its own does not guarantee equitable access and use of the data they produce. Rather, the availability of such tools reinforces existing information literacy gaps where researching, collecting, managing, transforming, and critically utilizing data can make the difference between passively consuming answers and having the agency to leverage them for self-actualization. This article looks at the act of asking questions as a privileged act that illustrates that disparity. We explore how family upbringing, societal systems of oppression, and psychological safety in teaching and learning intersect to shape our approach to questioning. We highlight the critical role that questioning plays in our lives beyond online spaces, and advocate for fostering a lifelong culture of curiosity in technology-enhanced educational spaces.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to the Irish Journal of Technology Enhanced Learning retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.