“Authority is Constructed and Contextual”

 

Authority is Constructed and Contextual

Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.

Authority of information resources depends upon their origins, the information need, and the context in which those information resources were created and will be used. Experienced researchers understand that the level of information quality needed for a particular purpose varies, will use various types of evaluative criteria to match that purpose, and will trust the authority of that information with an attitude of informed skepticism, remaining open to new perspectives, additional voices, and changes in schools of thought.

The credibility or trustworthiness of an information source depends on where it came from, who it was made for, and how you use it. We call this the context.  Effective researchers understand that the level of credibility and quality needed from a source will vary based on the context. Researchers use many different criteria to evaluate their sources. Credibility indicates the degree of trust that researchers give to a source. Effective researchers understand that non-traditional sources may yield valuable information. Yes, a scholarly article is often a credible source, but other information sources may also add value to your research. For example, a blog post or tweet from a well-established organization or expert in your subject area may offer insight into a new study. However, it is always important to remain skeptical about a source and assess where it came from, what the purpose of the work was, and the context in which the information is presented.

Design a Teaching Scenario of Authority is Constructed and Contextual for the following learning outcomes:

Topic:

An investigation into the use of electronic books by the University of the Western Cape academics.

1. How does the UWC Library promote electronic books to encourage its use to patrons?
2. To what extent does patrons use electronic books in the UWC Library?
3. How will the UWC Library sustain the development of electronic books? 
   

Learning Outcomes/ Knowledge practices:

• Students should be able to define different types of authority such as subject expertise (Scholarship), society position (public office or title), or special experience (participating in an historic event)
• Use markers of authority to determine the credibility of sources.
•  Recognise that authoritative content may be packaged formally or informally and may include audio, visual and non-print sources.

 

Materials Needed:

1. Computer with internet access and a link to the two different sources.

2. Provide link of two articles on a blog or Twitter.

3. Computer with internet access and a data projector.

Activities:

1. Provide student with two different sources on the same topic and ask them to explain why the articles are authoritative.

2. Ask students evaluate/analyze social media posts for a current event and determine why the post is or is not credible.

3. Find various sources which may be formal or informal. Do research on what makes a source  credible.Evaluate the sources against the criteria and do a power point presentation in class.

How each activity relates to a “knowledge practice” or “disposition”?

1.      Activity one relates to knowledge practice as students will be able to define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event).

2.      Activity two relates to knowledge practice as students will have the abilities to use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility.

3.      Activity three relates to a knowledge practice and learning outcome 3 as students will have the abilities to understand that authoritative content may be packaged formally or informally and may include sources of all media types.