Authority is Constructed and Contextual refers to the recognition that information sources are drawn from their creators’ expertise and credibility based on the information need and how the information will be used. Experts view authority with an attitude of informed skepticism and an openness to new perspectives, additional voices, and changes in schools of thought.
Standard One: The information literate student determines the nature and extent of the information needed
Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
From: Hovious, Amanda. “Alignment Charts for ACRL Standards and Proposed Framework.” Google Docs, January 23, 2015.https://docs.google.com/document/d/1Wt5a2pYqblapfnSZoBBdo28EAgukUXbV0kdL5nSZ5UI/edit?usp=sharing.
Authority is Constructed and Contextual
Authority of information depends on where a source comes from, the information need, and how the information will be used. It is both constructed and contextual. An understanding of this concept, therefore, means that all evidence must be critically examined and relevant questions asked about origins, context, and suitability for the current information need.
Outcomes:
Students should be able to:
• Identify markers of authority recognized by disciplines, professions, and other communities of knowledge and practice.
• Discuss the ways privilege influences perception of authority.
• Acknowledge that they themselves may be seen as an authority in particular contexts.
• Identify authoritative information sources based on information need.
Adapted from:
USC Libraries. (n.d.). Information Literacy Outcomes for Undergraduates. Retrieved from https://libraries.usc.edu/research/instructional-services/learning-outcomes