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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.
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