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Framework for Information Literacy: Authority is Constructed & Contextual

Compiled by the FLA Academic Instruction & Information Literacy Member Group

AUTHORITY IS CONSTRUCTED & CONTEXTUAL: Knowledge Practices and Lesson Plans

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.

•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);

•use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;

•understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources;

•recognize that authoritative content may be packaged formally or informally and may include sources of all media types;

•acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practic

•understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.