Introduction to Authority is Constructed and Contextual
Authority is Constructed and Contextual is one of six core information literacy concepts highlighted in the Framework for Information Literacy for Higher Education (ACRL, 2016). For a quick introduction to Authority is Constructed and Contextual, watch the following video:
The transcript of this video is available here: Authority is Constructed and Contextual.
Concept Description
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.
Not all information sources have the same level of authority or credibility. A key factor that contributes to the credibility of a source is the authority of the information creator. Authority could be based on many factors, such as education (having an advanced degree), experience (having participated in an event), or social position (having a certain types of jobs). This authority is often "constructed" over a period of time.
Another key factor in identifying authoritative sources is the context in which the information will be used. In some situations, certain types of sources may be considered more authoritative than others. Different "communities," which could be different disciplines, may have different standards for what is considered to be authoritative. Within a discipline or field, there will likely be established authorities (scholars, journals, databases) and identifying these authorities can be a key part of joining a disciplinary community. At the same time, it is important to maintain skepticism in relation to such authorities, because systematic biases may mean that some voices may be unfairly privileged over others.
For students, a key part of the source evaluation process should be considering what sources will be authoritative within the context. An understanding of this concept enables novice learners to critically examine all evidence—be it a short blog post or a peer-reviewed conference proceeding—and to ask relevant questions about origins, context, and suitability for the current information need.
Knowledge Practices
As students develop their understanding of this concept, here are some of the practices and skills they should develop:
- 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 recognized "authorities" in the sense of well-known search resources (databases) and publications that are considered "standard" within the field
- Understand that some scholars within a discipline or field may challenge the legitimacy of the "authoritative" resources or publications within that field
- Recognize that authoritative content may be packaged formally or informally and may include sources of all media types
- Recognize they are developing their own authoritative voices and understand the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice
Dispositions
As students develop their understanding of this concept, here are some of the habits or dispositions they should develop.
- Develop and maintain an open mind when encountering varied and sometimes conflicting perspectives
- Motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways
- Assess content with a skeptical stance and with a self-awareness of their own biases and worldview
- Question traditional notions of granting authority and recognize the value of diverse ideas and worldviews
- Maintain these attitudes and actions through frequent self-evaluation
To read the description of this concept in the Framework, go to: Framework for Information Literacy for Higher Education.
Credits: This page was created by the Ohio State University Libraries. The Framework for Information Literacy for Higher Education was published by the Association of College & Research Libraries. Some sections of the Framework have been copied verbatim, but others have been modified. Images are licensed from Adobe Stock, including: Data literacy as info knowledge and education skill set tiny person concept by VectorMine and Justice concept, tiny persons vector illustration by VectorMine.