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General Education Program:

https://www.fitchburgstate.edu/academics/general-education-program

Textbook: https://rotel.pressbooks.pub/whydoihavetotakethiscourse/

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Fitchburg State University General Education Program

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Why Do I Have to Take This Course? - Reading

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Why Do I Have to Take This Course? - Reading

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ROTEL (Remixing Open Textbooks with an Equity Lens) Project

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Part 3: Reading – Why Do I Have to Take This Course? [Revised Edition]

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Why Do I Have to Take This Course? - Information Literacy

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Why Do I Have to Take This Course? - Information Literacy

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Foundation learning outcomes are intended to help develop the skills that underpin other types of learning and are necessary to succeed personally, academically, and professionally.
By studying Information Literacy, we can recognize what information is needed and have the ability to locate, evaluate, and use that information effectively and ethically.
We wake up in the morning, and, barely conscious, we reach for our cell phones or laptops. With a deep breath, we start scrolling to catch up on what happened with our friends, family, and around the world while we were asleep. From that point through the rest of the day, we are inundated with information. Through social media, the news, talking with people at school and at work, images, quantitative and qualitative data, advertisements, there is a constant stream of information surrounding us.

Some of the information we are bombarded with we are aware of, but some information influences us almost without our realizing it. As a result, it can be difficult to differentiate accurate information, misinformation, disinformation, and, even, propaganda. As Kaiser Moffat in "The Importance of Media Literacy" (2018) notes, "In a perfect world, both sides of every argument or depiction would be presented and we would be able to make informed decisions based on the information we receive in the media; however, most often people create media to influence you in one particular way." Being able to make up our own minds about information is essential in almost all aspects of our lives. Practicing Information Literacy can help us do that.

Information Literacy encompasses a variety of skills. When we are the ones searching for information, rather than making sense of what is given to us, we need first to understand what it is we need. In classes, the topic or a general subject is presented to us. This is a starting point, but, from there, once we decide on more specific arguments or ideas, we need to find information that will both give us more context and provide us with an understanding of what others know and what they are saying. In many cases, in college, we are encountering new subjects about which we may know very little at the beginning of the process, so we need to gain a working knowledge. Additionally, as individuals, we have only one perspective on a topic; there are many others out there and probably experts who have been thinking about and researching related subjects for a long time. If we are to have an informed opinion, we need to know what they have already thought and discussed.

Recognizing what information we need goes beyond the classroom. We encounter new experiences every day, and, more than likely, we are unfamiliar with a good portion of them. For example, if we are diagnosed with a medical condition for the first time, we likely do not know the symptoms, the treatment options, or what to expect, so it is important to know what information we need in order to address that condition. When we rent or buy an apartment or home, the same is true. We have to ask: what information do I need? Learning effective methods for identifying what we need or want to know means that we can find more and better information.

Once we know what information is needed, the next step is knowing how to locate that information. For small questions, many of us go to Google (or some similar) for answers. If we are cooking and need to know how many cups are in a quart, it is easy enough to turn to Google for that information. But is it the most effective way to locate information on a more complex question? For instance, that medical condition? Or on an issue on a voting ballot with which we have little to no experience? Recognizing that there are multiple ways to find information, that each method has its own pros and cons, and then knowing how to best use them are necessary abilities.

After we have found information, then it is crucial we evaluate it. This step is where we need to begin when information is handed to us - through social media, by an acquaintance, in the news. Not all information is created equal. With the gift that is worldwide internet access comes the responsibility to vet the information we encounter, for it is all too easy to share incorrect information, whether accidentally or deliberately. As Carol Burnell, et. al., state in The Word on College Reading and Writing, "There's a lot of great material on the Web, but there's a lot of garbage, too. Being able to tell which is which is a digital-age-important life skill." The skills to, by examining a piece of information, question and investigate its credibility, originator, purpose, biases, context, logic, and accuracy - some of which can be obvious, but others might be more (deliberately) obscure - can make the difference in our own decision-making and how we affect others. Practicing these skills in a variety of circumstances makes them a strong habit.

An important element in Information Literacy is how we use that information once we have obtained it - will we use it ethically or not? First, will we give credit to the source and not claim, actively or passively, that it is information we have created? Ideas belong to people, and it is theft to misrepresent their labor as our own. As an example, scientists James Watson and Francis Crick have been credited with discovering DNA's double helix since the 1950's, but since then we have learned that scientist Rosalind Franklin was equally involved in the discovery and the information she provided was not credited (Cobb and Comfort, 2023). This omission has stood for decades, not only miscrediting the full facts of the discovery but contributing to the erasure of women in science.

Second, will we represent the information accurately to the best of our ability? We can all make mistakes in the dissemination of information - we are, after all, human - but deliberately misrepresenting information for gain or to mislead someone is an unethical act. Individuals have the right to make their own decisions, and, to do that, they need access to accurate and unmanipulated information. Consciously providing inaccurate information can have adverse effects. Misrepresenting information due to apathy or lack of concern can have the same result, which is why it is necessary to learn the gravity of the ethical use of information and practice it (see Ethical Reasoning in chapter 5.3).

Burnell, et. al., claim that Information Literacy and "[k]nowing what's going on in the world is, arguably, a citizen's responsibility." It is difficult to exercise the rights and privileges of citizenship (see Civic Learning in chapter 5.1), and therefore be a full participant in our various communities, if we do not have the ability - and humility - to recognize what we do not know, find the needed information, evaluate the accuracy of that information, and be committed to ethically using it.

Beyond civic responsibilities, there are simply the everyday benefits of Information Literacy. In addition to those suggested above, Burnell, et. al., comment, "Plus, it feels good to join in a conversation and know the facts, or to be sure we're sharing a meme, social media post, or news article that's accurate and trustworthy." There is satisfaction in "being in the know" and compassion in not sharing harmful or misleading information with the world or even our specific corners of it.

As you read through this book, take note how many of the other general education skills connect to Information Literacy.

"Information Literacy refers to a suite of interconnected skills that enable us to find, evaluate, use, and create information. In college, these skills are most often associated with writing a research paper. However, at its core, Information Literacy is about how we consume and create information both in and outside of the classroom. Any time you identify a need for information, any moment you open the browser on your phone to look something up on Google, you are using the basic foundation skills of Information Literacy. As you strengthen these skills, you will begin to engage in higher order thinking processes to question whether you are using the best search terms or even looking in the right place in order to find the information you need. But Information Literacy is more than just the searching skills, it's about evaluating and determining whether you have found the right information to answer your question. Information Literacy is critical for recognizing the value of information and attributing information you have found to its author out of respect for their contribution to your understanding and helping others find the information you used so they could retrace your steps. The integrated skills that we define as Information Literacy are constantly evolving which make it a lifelong learning process. While these skills are crucial for research papers and projects in college, you will find that the more you strengthen your Information Literacy the better able you will be to navigate the world beyond your classroom walls." - Renée Fratantonio, Librarian and Head of Instruction and Information Literacy, Amelia V. Gallucci-Cirio Library, Fitchburg State University

" Information Literacy in the college setting is commonly discussed as the ability to find, evaluate, analyze, and synthesize source materials. The specific skills vary but can range from conducting literature reviews and replicating experimental procedures to performing close readings and identifying scholarly sources. The ability to evaluate if a news source is reputable, or if a statistic is derived using valid methodology, is a skill whose value extends far beyond the classroom. Information Literacy allows us to critically examine news, social media, and other information sources and decide which ones to trust. In a time of shortening news cycles, increasing misinformation, and AI hallucinations, Information Literacy provides a framework for being an informed and responsible global citizen. With the rapid developments in generative AI, Information Literacy also has growing implications for all workplaces. Recent headlines about lawyers, military personnel, and other experts citing facts that are later revealed to be AI hallucinations highlights the need for everyone to understand where information is coming from and how to use it responsibly. While the specific medium of academic essays and final projects is not applicable to all careers, the Information Literacy skills learned through general education courses give everyone the tools to interact responsibly with the increasingly complex, interconnected, and unfiltered information ecosystems around us." - Kai Fay, Discovery & Access Strategic Projects Manager, Harvard University

"As healthcare providers, we must acknowledge the problem of misinformation and its potential consequences. We have a duty to be transparent, and to educate ourselves with a critical eye. As we look ahead to the development of further treatments and vaccination for SARS-CoV-2, careful testing and peer-reviewed study will be essential. Physicians are trusted by many, and before sharing our ideas and opinions, we should be informed by the highest quality data available. This responsibility to disseminate reliable information extends to public health officials, social influencers, and civic leaders whose words may reach the ears of many." - Taylor Nelson, et.al., "The Danger of Misinformation in the COVID-19 Crisis (2020, p. 512)

False or fake information is having an effect in almost every aspect of our lives, from the mundane to the momentous. The World Economic Forum (Romeo, 2022) reports that research presented at the National Bureau of Economic Research Summer Institute "estimates that fake reviews cost online shoppers 12 cents for every dollar they spend and increase the chances that they buy a lower-quality product." A World Health Organization review of infodemics and health misinformation (Borges do Nascimento, et. al., 2022, p. 557) found that "people are feeling mental, social, political and/or economic distress due to misleading and false health-related content on social media during pandemics, health emergencies and humanitarian crises." Study after study has confirmed the role of mis- and disinformation on negative perceptions of the Black Lives Matter movement (see Wright, Gatlin, Acosta, & Taylor, 2023; Klein, 2022).

Some definitions may be helpful. Misinformation is unintentional dissemination of incorrect information. Disinformation is the deliberate spreading of false information in order to mislead others. Propaganda is extreme forms of disinformation that are highly organized and generally political in nature. While intention is important in distinguishing among these types of fake information, the end result is often the same: the spread of information that is incorrect or flat out malicious, which can have an adverse effect on people's beliefs, even promoting dangerous behaviors.

While such tactics are not new - we have evidence of disinformation campaigns back to the Romans - fake information can now spread almost instantaneously through digital means, particularly social media outlets: " the lines between fact, entertainment, fabrication and fiction are increasingly blurred, and once disinformation is released, news distribution systems make it impossible to try to curb the virality of the publication" (Rey, 2021). Once something is out there, it lingers, which means it can be re-shared at any time.

Given these circumstances, it becomes an act of "good, necessary trouble" to make it a habit to check the validity of information, especially before sharing it with others. It takes time, and, sometimes, we just want to click "share" on a humorous meme without thinking, but we have a responsibility to our family, friends, and colleagues - and even further afield - to provide only the best information, especially on topics that have real consequences for others or our society.

If you have already taken a course with a primary focus on Information Literacy, think about what you were asked to do and what you learned. If you have not already taken an Information Literacy course, think about the types of courses you could take.

In what ways did or might the idea(s) or example(s) discussed above apply in such a course?

What other ideas or examples would you add to the discussion?

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Foundation learning outcomes are intended to help develop the skills that underpin other types of learning and are necessary to succeed personally, academically, and professionally. By studying Information Literacy, we can recognize what information is needed and have the ability to locate, evaluate, and use that information effectively and ethically.

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Why Do I Have to Take This Course? - Book Bans

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Why Do I Have to Take This Course? - Book Bans

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ROTEL (Remixing Open Textbooks with an Equity Lens) Project

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Part 6: Literary Inquiry and Analysis – Why Do I Have to Take This Course? [Revised Edition]

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Article: https://www.heraldtribune.com/story/news/education/2024/08/15/new-college-of-florida-throws-away-hundreds-of-library-books-diversity-lgbtq/74814756007/

Springfield Technical Community College Periodic Table of Banned Books:

https://sites.google.com/stcc.edu/stccreadsbannedbooks/stccs-periodic-table-of-banned-books?authuser=0

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https://www.fitchburgstate.edu/academics/general-education-program

Definitions: https://www.fitchburgstate.edu/academics/academic-affairs-division/shared-governance/all-university-committee/general-education-learning-outcomes
Integrative Learning: “aim to help students connect their learning across fields, and also to integrate classroom work with experiences in larger campus and community contexts--and to do so in ways that strengthen learning throughout the college years and beyond” (https://www.aacu.org/publications-research/periodicals/integrative-learning-liberal-education).

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What Do We Need to Human (Effectively)? 

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What Do We Need to Human (Effectively)? 

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As a student, a person, and/or a professional

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How Can We Explain the "Why" of the General Education Program?

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How Can We Explain the "Why" of the General Education Program?

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https://www.fitchburgstate.edu/academics/general-education-program

Definitions: https://www.fitchburgstate.edu/academics/academic-affairs-division/shared-governance/all-university-committee/general-education-learning-outcomes
Integrative Learning: “aim to help students connect their learning across fields, and also to integrate classroom work with experiences in larger campus and community contexts--and to do so in ways that strengthen learning throughout the college years and beyond” (https://www.aacu.org/publications-research/periodicals/integrative-learning-liberal-education).

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What Do We Need to Human (Effectively)? 

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What Do We Need to Human (Effectively)? 

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As a person, a student, and a professional

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How Can We Explain the "Why" of the General Education Program?

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How Can We Explain the "Why" of the General Education Program?

# data[].attributes.headline
What Do We Need to Human (Effectively)? 

# data[].attributes.subject
What Do We Need to Human (Effectively)? 

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https://www.fitchburgstate.edu/academics/general-education-program

Definitions: https://www.fitchburgstate.edu/academics/academic-affairs-division/shared-governance/all-university-committee/general-education-learning-outcomes
Integrative Learning: “aim to help students connect their learning across fields, and also to integrate classroom work with experiences in larger campus and community contexts--and to do so in ways that strengthen learning throughout the college years and beyond” (https://www.aacu.org/publications-research/periodicals/integrative-learning-liberal-education).

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How Can We Explain the "Why" of the General Education Program?

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How Can We Explain the "Why" of the General Education Program?

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https://www.fitchburgstate.edu/academics/academic-affairs-division/shared-governance/all-university-committee/general-education-learning-outcomes

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Boston Public Library Request for Reconsideration Form

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Boston Public Library Request for Reconsideration Form

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Request for Reconsideration Form All Requests for Reconsideration are received by the BPL’s Chief of Collection Management and Collection…

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https://www.fitchburgstate.edu/academics/general-education-program

Definitions: https://www.fitchburgstate.edu/academics/academic-affairs-division/shared-governance/all-university-committee/general-education-learning-outcomes
Integrative Learning: “aim to help students connect their learning across fields, and also to integrate classroom work with experiences in larger campus and community contexts--and to do so in ways that strengthen learning throughout the college years and beyond” (https://www.aacu.org/publications-research/periodicals/integrative-learning-liberal-education).

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Browse through all the books included in our Periodic Table of Banned Books. Books listed here are organized alphabetically by title. Each book links to a webpage that provides a book summary, reasons why the book was banned, and different ways you can read the book. You can also access all these books in the left subpage menu on this website.

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STCC Reads Banned Books - STCC's Periodic Table of Banned Books

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Beyond Magenta: Transgender Teens Speak Out

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Beyond Magenta: Transgender Teens Speak Out

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Example 1 - Beyond Magenta: Transgender Teens Speak Out

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Example 1 - Beyond Magenta: Transgender Teens Speak Out

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https://drive.google.com/file/d/18sy1S4czxYlAULGAwyq1jewm-zsNan2l/view?usp=sharing

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Example 2 - Persepolis: The Story of a Childhood

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Example 2 - Persepolis: The Story of a Childhood

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https://drive.google.com/file/d/1CtQhoxBmP4FXWFfvRJg0y1lFdQylsQ2o/view?usp=sharing

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https://drive.google.com/file/d/1NDDFTXOfc97UWooTOtOJCZyOEPZpmZPM/view?usp=sharing

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https://drive.google.com/file/d/12jjn-W-Gst1728_aesPxRrSGVONIZeIV/view?usp=sharing

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https://www.fitchburgstate.edu/academics/academic-affairs-division/shared-governance/all-university-committee/general-education-learning-outcomes

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General Education Program:

https://www.fitchburgstate.edu/academics/general-education-program

Textbook: https://rotel.pressbooks.pub/whydoihavetotakethiscourse/

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You have been tasked by your organization to create a code of ethics for the use of AI. What General Education learning outcomes would apply as you complete this work?

Resource to look at: https://selzy.com/en/blog/ai-ethics

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Ever wondered about the ethical side of AI? As AI tools skyrocket in popularity, marketers like YOU need to understand the responsibilities that come with it. Dive into our latest article to uncover the top 10 ethical considerations in the AI realm.

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You are an instructor of a college course (you can choose the subject!). You need to create a policy about AI for your syllabus. What General Education learning outcomes would apply as you complete this work?

Resource to look at: https://teaching-resources.delta.ncsu.edu/develop-an-ai-syllabus-statement/

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Developing an AI Syllabus Statement & Driving Class AI Discussion – Teaching Resources

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It’s important to have a conversation with students regarding how you expect them to use (or not use) AI tools in your course. The guidance you provide should align with other ethical standards expected of students in your course. You may want to refer to the Academic Integrity: Overview from the NC State University Office of Student Conduct and align any statement with the same spirit of academic integrity. As of August 2024, there is no official university policy regarding AI use. See also the NC State Office of Faculty Excellence: Navigating the Landscape of Higher Education in the Age of Artificial Intelligence site and additional recommendations from across the UNC System in this database.

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You are a member of a book club. The book they have chosen to read this month is not one that seems interesting to you on the surface, and you are tempted to use AI to give you a summary and provide you with discussion points so that no one will know you didn't read it. What General Education learning outcomes would apply as you consider this decision?

Resource to look at: https://www.pewresearch.org/science/2023/02/15/public-awareness-of-artificial-intelligence-in-everyday-activities/

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Limited enthusiasm in U.S. over AI's growing influence in daily life

Artificial intelligence is fast becoming a regular part of daily life, shaping the way Americans work, play and receive essential services from food deliveries to financial services to health care.

A new Pew Research Center survey finds that many Americans are aware of common ways they might encounter artificial intelligence (AI) in daily life, such as customer service chatbots and product recommendations based on previous purchases. At the same time, only three-in-ten U.S. adults are able to correctly identify all six uses of AI asked about in the survey, underscoring the developing nature of public understanding.

Awareness of common uses of artificial intelligence is a first step toward broader public engagement with debates about the appropriate role - and boundaries - for AI. Experts have raised a host of moral, ethical and legal questions about the expanding capabilities of AI. And the ethical and responsible use of AI is a growing focus of research within the field.

The Pew Research Center survey of 11,004 U.S. adults, conducted Dec. 12-18, 2022, finds that 27% of Americans say they interact with AI at least several times a day, while another 28% think they interact with it about once a day or several times a week. On this self-reported measure, 44% think they do not regularly interact with AI.

More broadly, the public remains cautious about the impact artificial intelligence is having on American life: Just 15% say they are more excited than concerned about the increasing use of AI in daily life, compared with 38% who are more concerned than excited; 46% express an equal mix of concern and excitement. These views are about the same as they were in a November 2021 Center survey.

On a set of six questions designed to measure awareness of specific uses of AI in daily life, 68% of Americans correctly identified artificial intelligence at work in wearable fitness trackers that analyze exercise and sleeping patterns; the remainder of the public said they weren't sure or selected one of three incorrect options that do not rely on AI (thermometers, at-home COVID-19 tests and pulse oximeters).

When it comes to an example of artificial intelligence in online shopping, 64% of U.S. adults correctly identified custom product recommendations based on previous purchases as using AI. Majorities were also aware that AI is at work in customer service chatbots (65%), security cameras that recognize faces (62%) and customized music playlist recommendations (57%).

The most challenging question for the public was identifying that email services categorizing messages as spam uses AI: 51% of Americans got this question right, while 49% chose an incorrect option, said they weren't sure or did not answer. These six questions represent some common ways people could use AI in their lives but are not designed to be an exhaustive list of all the ways people could encounter AI. Each question had four possible responses and an explicit fifth option, "not sure."

Taken together, 30% of Americans correctly answered all six questions about awareness of AI in everyday life (defined as a high level of awareness), 38% got three to five questions right (medium awareness) and 31% got two or fewer questions correct (low awareness). The mean number of correct answers was 3.7 out of 6.

Those with higher levels of education show greater awareness of AI

U.S. adults with higher levels of education and income are more aware of examples of AI in daily life than other adults. For example, 53% of Americans with a postgraduate degree correctly identified uses of artificial intelligence across all six multiple-choice questions. By contrast, just 14% of those with a high school diploma or less education answered all six questions correctly; 51% of this group had low awareness of AI, answering no more than two questions correctly.

Those with higher family incomes are also more aware of the uses of AI than those with lower incomes. About half of upper-income Americans had high awareness of AI (52%), compared with just 15% of lower-income adults.

Younger Americans are more aware of AI applications in daily life than older Americans. This pattern is especially pronounced when it comes to correctly identifying AI at play in customer service chatbots (75% of adults ages 18 to 29 said this vs. 45% of those 65 and older) and music playlist recommendations (65% vs. 39%).

Men scored higher on the scale than women. About four-in-ten men (38%) got all six questions right, compared with 23% of women. (Women are more likely than men to respond "not sure" to each of the six questions, consistent with previous research on both science and political knowledge.)

Partisan affiliation is not a major factor when it comes to awareness of AI: There are no meaningful differences between Republicans and Democrats on the AI awareness scale.

Frequent internet use is tied to higher awareness of artificial intelligence

Online applications and websites are places where Americans may frequently encounter artificial intelligence through examples such as customer service chatbots and product recommendations based on their purchasing behavior.

Adults who are frequent internet users score higher on the AI awareness scale than less frequent users.

Among Americans who say they are on the internet "almost constantly," 38% got all six questions correct, as did 31% of those who say they use the internet several times a day. By comparison, just 6% of infrequent internet users (those who go online about once a day or less) correctly answered all six questions on the survey.

Not surprisingly, those who say they have heard more about artificial intelligence generally score higher on the AI awareness scale than do those who say they've heard less about this topic.

Majority of Americans think they interact with AI at least several times a week

About a quarter (27%) of Americans say they interact with artificial intelligence almost constantly or several times a day. Another 28% say they interact with AI about once a day or several times a week. On this self-reported measure, 44% of Americans estimate that they interact with AI less often.

Those with higher levels of education and family income are more likely than those with less education and income to say they interact with AI at least daily.

In addition, those who score high on a six-item scale of AI awareness are more likely to say they frequently interact with AI. For instance, 44% of those who have a high level of awareness of AI say they interact with AI almost constantly or several times a day. By comparison, just 12% of those who scored low on the scale say they interact with AI multiple times each day.

Many Americans have some level of concern about use of AI generally

The rapid development of artificial intelligence technologies has been accompanied by debate about ethics in AI and appropriate limits on its use.

Amid these ongoing discussions, the public strikes a cautious tone toward the overall impact of AI in society today.

On balance, a greater share of Americans say they are more concerned than excited about the increased use of artificial intelligence in daily life (38%) than say they are more excited than concerned (15%). Many express ambivalent views: 46% say they are equally concerned and excited.

There has been little change in these attitudes since last year.

Across all levels of awareness of AI, larger shares express greater concern than excitement about the impact of artificial intelligence in daily life. For example, among those who scored high in awareness of AI in daily life, 31% say they are more concerned than excited about the impact of AI, compared with 21% who say they are more excited than concerned. Those with medium or low AI awareness express greater concern than excitement by even wider margins.

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Brian Kennedy, Alec Tyson and Emily Saks

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Public Awareness of Artificial Intelligence in Everyday Activities

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Many Americans are aware of common ways they might encounter AI in daily life, though fewer are able to correctly identify each of the six common uses of AI in the survey. More broadly, the public remains more concerned than excited about the increasing use of AI in daily life.

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You have been asked by your medical provider to sign a waiver allowing the use of AI in your treatment and case management. What General Education learning outcomes would apply as you consider this decision?

Resource to look at: https://pmc.ncbi.nlm.nih.gov/articles/PMC8826344/

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Ethical Issues of Artificial Intelligence in Medicine and Healthcare

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Artificial intelligence (AI) is a term applied to a machine or software and refers to its capability of simulating intelligent human behavior, instantaneous calculations, problem-solving, and evaluation of new data based on previously assessed data (1). AI heavily influences many industries and fields, including agriculture and farming, manufacturing and production, autonomous vehicles, fashion, sports analytics and activities, healthcare, and the medical system. This technology has the power to impact the future of the industry and human beings, but it is a double-edged sword.

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You now work for a social media company, and you are doing an analysis of the use of AI in content moderation. What General Education learning outcomes would apply as you complete this work?

Resource to look at: https://618media.com/en/blog/the-ethics-of-ai-in-social-media-explored/#understanding-ais-role-in-social-media

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The Ethics of AI in Social Media Explored (2025)

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Uncover the ethics of AI in social media: A critical look at privacy, bias, and accountability. Discover how AI shapes our digital interactions.