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Principled Uncertainty: Why Learning to Ask Good Questions Matters More than Finding Answers. PIL Provocation Series. Volume 2, Number 1

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Title: Principled Uncertainty: Why Learning to Ask Good Questions Matters More than Finding Answers. PIL Provocation Series. Volume 2, Number 1
Language: English
Authors: Fister, Barbara, Project Information Literacy
Source: Project Information Literacy. 2022.
Availability: Project Information Literacy. P.O. Box 208, Sonoma, CA 95476. Tel: 707-939-6941; Fax: 707-938-7690; e-mail: info@projectinfolit.org; Web site: http://projectinfolit.org
Peer Reviewed: N
Page Count: 13
Publication Date: 2022
Document Type: Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Information Literacy, Ethics, Information Sources, Program Descriptions, Integrity, Democracy, Teaching Methods, Information Seeking, Critical Thinking, College Graduates
Abstract: The way that college students are introduced to research fails to encourage the ethical practice of open-ended curiosity so desperately needed in today's complex information environment. Drawing from a decade of Project Information Literacy's rigorous research studies, one surprising finding is especially concerning: A large majority of recent graduates from top U.S. universities and colleges reported that they felt that college failed to prepare them to ask questions of their own. The past two years have provided a dramatic illustration of why this matters more than ever. In this article, the author asks the following questions: What can educators do to encourage the ethical practice of curiosity, not just for times of uncertainty but as an everyday habit? What is being done that inhibits curiosity? How can curiosity be paired with robust ethical practices that lead to creating, evaluating, and sharing information with integrity? And, in an already deeply divided society with a fractured media landscape, how can educators be prepared for the ways these ambiguous moments of not knowing can be weaponized to cause confusion and undermine democracy itself?
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED617553
Database: ERIC
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  Data: Principled Uncertainty: Why Learning to Ask Good Questions Matters More than Finding Answers. PIL Provocation Series. Volume 2, Number 1
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  Data: Project Information Literacy. P.O. Box 208, Sonoma, CA 95476. Tel: 707-939-6941; Fax: 707-938-7690; e-mail: info@projectinfolit.org; Web site: http://projectinfolit.org
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Sources%22">Information Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Integrity%22">Integrity</searchLink><br /><searchLink fieldCode="DE" term="%22Democracy%22">Democracy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Seeking%22">Information Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink>
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  Data: The way that college students are introduced to research fails to encourage the ethical practice of open-ended curiosity so desperately needed in today's complex information environment. Drawing from a decade of Project Information Literacy's rigorous research studies, one surprising finding is especially concerning: A large majority of recent graduates from top U.S. universities and colleges reported that they felt that college failed to prepare them to ask questions of their own. The past two years have provided a dramatic illustration of why this matters more than ever. In this article, the author asks the following questions: What can educators do to encourage the ethical practice of curiosity, not just for times of uncertainty but as an everyday habit? What is being done that inhibits curiosity? How can curiosity be paired with robust ethical practices that lead to creating, evaluating, and sharing information with integrity? And, in an already deeply divided society with a fractured media landscape, how can educators be prepared for the ways these ambiguous moments of not knowing can be weaponized to cause confusion and undermine democracy itself?
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