This is a parent category for the Digital Literacy course. Please add this category in addition to the relevant assignment category.
Introduction Building on my previous inquiry into AI-assisted resume development, I wanted to explore not only how AI can improve resume content, but also how it can help with formatting and presentation. While earlier work focused on comparing tools like ChatGPT and Gemini, this stage of my inquiry focused on using AI to generate a…
Introduction As part of my inquiry into AI-assisted resume development and digital portfolios, we had the opportunity to meet with an industry professional who has extensive experience in leadership, hiring, and operations. The goal of this conversation was to better understand how AI-generated resumes and resume optimization align with real-world hiring practices. Up to this…
Introduction In my first inquiry post, I introduced my plan to explore AI-assisted resume development and digital portfolios as part of my learning process in this course. As a Computer Science student preparing for co-op opportunities and future roles in the technology industry, I wanted to investigate how artificial intelligence tools can help improve resumes…
Inquiry Connection Throughout my previous reflections, I explored how AI tools are used in learning and professional environments, how their outputs should be evaluated, and how accessibility and ethical considerations affect responsible use. During this week’s interaction with my professor, we briefly discussed a different but related concept: how ideas are communicated effectively. In particular,…
For my inquiry project, I am working with Aiden to explore AI-assisted resume development and digital portfolios. As a Computer Science student preparing for co-op and future roles, I am interested in how tools like ChatGPT, Gemini, and AI resume platforms can support (or potentially limit) the resume-building process. This topic connects to digital literacy…
Inquiry Connection In my previous reflections, I explored how students use AI tools to support learning, how AI-generated content should be evaluated, how expectations change in professional environments, and how AI features can support accessibility. Building on these ideas, I wanted to reflect on the broader question of what responsible AI use actually requires. As…
Inquiry Connection In my previous reflections, I explored how AI tools are used in both academic and professional settings, and how responsible use requires critical evaluation and accountability. Building on this, I wanted to examine how AI also plays a role in accessibility, particularly in professional environments where tools like Microsoft Copilot are integrated into…
Inquiry Connection In my previous reflections, I explored how students use AI tools to support learning and how important it is to critically evaluate AI-generated content. Building on this, I wanted to consider how AI use changes in professional settings, where tools like Microsoft Copilot are increasingly integrated into workflows and expectations around accuracy, privacy,…
Inquiry Connection In my previous reflection, I explored how students are already using AI tools to support their learning, often through self-directed experimentation without formal guidance. Building on that discussion, this week I wanted to reflect more specifically on how learners evaluate AI-generated explanations and study materials, and what digital literacy skills are required to…
Inquiry Focus As AI tools become more common in both academic and professional settings, I am interested in exploring how tools like Microsoft Copilot can be leveraged efficiently and responsibly in professional settings without over-reliance. To begin this inquiry, I wanted to understand how students are already using AI in their everyday learning and study…