Berry Billingsley is Professor of Science Education at Canterbury Christ Church University, UK.Keith Chappell is a Research Fellow at the LASAR Centre at Canterbury Christ Church University, UK.Sherralyn Simpson is a Research Fellow and Primary Schools Lead at the LASAR Centre at Canterbury Christ Church University, UK.

• List of Teacher Resources and NotesList of ContributorsPreface: The Future of Knowledge, Berry Billingsley, Keith Chappell, and Sherralyn SimpsonForeword, Renato Opertti Introduction: Creating the Future of Knowledge in the age of Gen AI, Berry BillingsleyChapter Summaries and How to Read this Book, Keith Chappell, Berry Billingsley and Sherralyn Simpson Part I: Epistemic insight, epistemic agency and multidisciplinary enquiriesStatement of Support, Alona Forkosh Baruch 1. Cultivating Epistemic Agents as Critical Consumers of Information, Berry Billingsley and Sean Durbin Part II: Planning to Teach with Big Questions Statement of support, Overson Shumba 2. Igniting primary school students’ curiosity: Exploring the impact of co-created Epistemic Insight teaching on learner agency, Sherralyn Simpson3. Big Questions about humanity’s place in the cosmos and Epistemic Insight pedagogy among university trainee teachers, Maureen Kanchebele Sinyangwe 4. Big Questions – and their value in extra-curricular activities that teach epistemic insight, Laura HackettPart III: What is the Epistemic Insight Future of Knowledge Initiative? Statement of Support, Richard Cheetham 5. Future Libraries AI Focusing on Motivations to Learn: A Technologist’s View, Ted Selker with additional creative input and expert knowledge from Berry Billingsley 6. Research Co-Creation and the Development of Epistemically Insightful Curricula, Finley I. Lawson, Mandy Dhaliwal, Michelle Lawson and Henry Coates 7. How can we educate future generations to effectively respond to global challenges and live sustainably? Developing agentic learners through an epistemically insightful curriculum, Agnieszka J. Gordon and Sherralyn Simpson Part IV: The Future of Knowledge and Higher EducationStatement of Support, Rama Thirunamachandran 8. Dancing with the Digital: An ‘EI’ workshop designed to bridge disciplines and spark students’ epistemic creativity, Lee Hazeldine, Karl Bentley, Angela Pickard and Allan Callaghan 9. The Nature-Knowledge-Values framework – a pedagogical tool for teaching NOS in tertiary Education, Klaus Colanero and Kai Ming Kiang Part V: Language, Technology and Inclusivity Statement of Support, John Bryant 10. Building a Smarter Search Engine, Aryn Litchfield 11. A Sociocultural Understanding of Epistemic Insight: Toward an Imperative of Interdisciplinary Teaching and Learning, Dana L. Zeidler 12. Get ready, steady, allez? ¡Vamos!, Martin Pickett Part VI: Science, Imagination, Interdisciplinarity and AIStatement of Support, Nidhal Guessoum 13. Science Education, Interdisciplinarity, and Critical thinking, Nidhal Guessoum 14. Philosophy and Artificial friends, Greg Artus 15. Library Perspective: closing the book, continuing to grow…, Keith Chappell 16. Teacher Notes and ResourcesIndex

This text offers an important insight into the nature of thinking about knowledge and learning – in a world that is fast changing and that offers many problems for children and young people to solve across a range of disciplines developing a way of thinking about problems – an epistemic insight – is a core and important skill as is recognizing that this insight has subject dependent characteristics.

Berry Billingsley is Professor of Science Education at Canterbury Christ Church University, UK.Keith Chappell is a Research Fellow at the LASAR Centre at Canterbury Christ Church University, UK.Sherralyn Simpson is a Research Fellow and Primary Schools Lead at the LASAR Centre at Canterbury Christ Church University, UK.

• List of Teacher Resources and NotesList of ContributorsPreface: The Future of Knowledge, Berry Billingsley, Keith Chappell, and Sherralyn SimpsonForeword, Renato Opertti Introduction: Creating the Future of Knowledge in the age of Gen AI, Berry BillingsleyChapter Summaries and How to Read this Book, Keith Chappell, Berry Billingsley and Sherralyn Simpson Part I: Epistemic insight, epistemic agency and multidisciplinary enquiriesStatement of Support, Alona Forkosh Baruch 1. Cultivating Epistemic Agents as Critical Consumers of Information, Berry Billingsley and Sean Durbin Part II: Planning to Teach with Big Questions Statement of support, Overson Shumba 2. Igniting primary school students’ curiosity: Exploring the impact of co-created Epistemic Insight teaching on learner agency, Sherralyn Simpson3. Big Questions about humanity’s place in the cosmos and Epistemic Insight pedagogy among university trainee teachers, Maureen Kanchebele Sinyangwe 4. Big Questions – and their value in extra-curricular activities that teach epistemic insight, Laura HackettPart III: What is the Epistemic Insight Future of Knowledge Initiative? Statement of Support, Richard Cheetham 5. Future Libraries AI Focusing on Motivations to Learn: A Technologist’s View, Ted Selker with additional creative input and expert knowledge from Berry Billingsley 6. Research Co-Creation and the Development of Epistemically Insightful Curricula, Finley I. Lawson, Mandy Dhaliwal, Michelle Lawson and Henry Coates 7. How can we educate future generations to effectively respond to global challenges and live sustainably? Developing agentic learners through an epistemically insightful curriculum, Agnieszka J. Gordon and Sherralyn Simpson Part IV: The Future of Knowledge and Higher EducationStatement of Support, Rama Thirunamachandran 8. Dancing with the Digital: An ‘EI’ workshop designed to bridge disciplines and spark students’ epistemic creativity, Lee Hazeldine, Karl Bentley, Angela Pickard and Allan Callaghan 9. The Nature-Knowledge-Values framework – a pedagogical tool for teaching NOS in tertiary Education, Klaus Colanero and Kai Ming Kiang Part V: Language, Technology and Inclusivity Statement of Support, John Bryant 10. Building a Smarter Search Engine, Aryn Litchfield 11. A Sociocultural Understanding of Epistemic Insight: Toward an Imperative of Interdisciplinary Teaching and Learning, Dana L. Zeidler 12. Get ready, steady, allez? ¡Vamos!, Martin Pickett Part VI: Science, Imagination, Interdisciplinarity and AIStatement of Support, Nidhal Guessoum 13. Science Education, Interdisciplinarity, and Critical thinking, Nidhal Guessoum 14. Philosophy and Artificial friends, Greg Artus 15. Library Perspective: closing the book, continuing to grow…, Keith Chappell 16. Teacher Notes and ResourcesIndex

This text offers an important insight into the nature of thinking about knowledge and learning – in a world that is fast changing and that offers many problems for children and young people to solve across a range of disciplines developing a way of thinking about problems – an epistemic insight – is a core and important skill as is recognizing that this insight has subject dependent characteristics.

Berry Billingsley is Professor of Science Education at Canterbury Christ Church University, UK.Keith Chappell is a Research Fellow at the LASAR Centre at Canterbury Christ Church University, UK.Sherralyn Simpson is a Research Fellow and Primary Schools Lead at the LASAR Centre at Canterbury Christ Church University, UK.

• List of Teacher Resources and NotesList of ContributorsPreface: The Future of Knowledge, Berry Billingsley, Keith Chappell, and Sherralyn SimpsonForeword, Renato Opertti Introduction: Creating the Future of Knowledge in the age of Gen AI, Berry BillingsleyChapter Summaries and How to Read this Book, Keith Chappell, Berry Billingsley and Sherralyn Simpson Part I: Epistemic insight, epistemic agency and multidisciplinary enquiriesStatement of Support, Alona Forkosh Baruch 1. Cultivating Epistemic Agents as Critical Consumers of Information, Berry Billingsley and Sean Durbin Part II: Planning to Teach with Big Questions Statement of support, Overson Shumba 2. Igniting primary school students’ curiosity: Exploring the impact of co-created Epistemic Insight teaching on learner agency, Sherralyn Simpson3. Big Questions about humanity’s place in the cosmos and Epistemic Insight pedagogy among university trainee teachers, Maureen Kanchebele Sinyangwe 4. Big Questions – and their value in extra-curricular activities that teach epistemic insight, Laura HackettPart III: What is the Epistemic Insight Future of Knowledge Initiative? Statement of Support, Richard Cheetham 5. Future Libraries AI Focusing on Motivations to Learn: A Technologist’s View, Ted Selker with additional creative input and expert knowledge from Berry Billingsley 6. Research Co-Creation and the Development of Epistemically Insightful Curricula, Finley I. Lawson, Mandy Dhaliwal, Michelle Lawson and Henry Coates 7. How can we educate future generations to effectively respond to global challenges and live sustainably? Developing agentic learners through an epistemically insightful curriculum, Agnieszka J. Gordon and Sherralyn Simpson Part IV: The Future of Knowledge and Higher EducationStatement of Support, Rama Thirunamachandran 8. Dancing with the Digital: An ‘EI’ workshop designed to bridge disciplines and spark students’ epistemic creativity, Lee Hazeldine, Karl Bentley, Angela Pickard and Allan Callaghan 9. The Nature-Knowledge-Values framework – a pedagogical tool for teaching NOS in tertiary Education, Klaus Colanero and Kai Ming Kiang Part V: Language, Technology and Inclusivity Statement of Support, John Bryant 10. Building a Smarter Search Engine, Aryn Litchfield 11. A Sociocultural Understanding of Epistemic Insight: Toward an Imperative of Interdisciplinary Teaching and Learning, Dana L. Zeidler 12. Get ready, steady, allez? ¡Vamos!, Martin Pickett Part VI: Science, Imagination, Interdisciplinarity and AIStatement of Support, Nidhal Guessoum 13. Science Education, Interdisciplinarity, and Critical thinking, Nidhal Guessoum 14. Philosophy and Artificial friends, Greg Artus 15. Library Perspective: closing the book, continuing to grow…, Keith Chappell 16. Teacher Notes and ResourcesIndex

This text offers an important insight into the nature of thinking about knowledge and learning – in a world that is fast changing and that offers many problems for children and young people to solve across a range of disciplines developing a way of thinking about problems – an epistemic insight – is a core and important skill as is recognizing that this insight has subject dependent characteristics.