For almost two decades, I have taught courses in what is typically called the "foundations" of my academic fields of education and library and information science. "Foundations" courses, to borrow the language of the Council for Social Foundations ofEducation, provide students with interpretive, normative, and critical perspectives on their chosen professions rooted in the study of humanistic and social science fields, including history, philosophy, sociology, economics, and political science.1 During my career, I have taught courses such as "Education and American Culture," "Philosophy of Education," "Libraries, Information, and Society" and "The Internet and American Society." These are fun courses to teach (and they are always full because theyare often required for graduation), but the first and greatest challenge in teaching them is to help the pre-service professional to see the relevance of the topic to the practical concerns that dominate both their education and their concerns about their future work.2 And, then there are years like 2012, when it seems there are stories every day that allow me to make clear the routine relevance of foundational concerns. One such concern appearing regularly in the press this year is that of ethics, including scholarly ethics, in the digital age.
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