Construction and Contextualization of Authority in STEM Fields: An Exploratory Paper.

Rebecca Zuege Kuglitsch · Julia R. Bordeaux

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Library Science and Information Literacy Science Education and Pedagogy Educational Strategies and Epistemologies

Abstract

In this paper, we explore how librarians can teach students to deconstruct the concept of authority using questions and considering contextual needs in STEM fields. We argue that examining the complexities of common signifiers of authority, such as peer review, citation rates, and types of sources, as well as exploring contextual factors such as authority in academic and professional settings, are key to developing an understanding of the ACRL Framework for Information Literacy Frame "Authority is constructed and contextual" in the sciences. For each signifier of authority, we present ways to approach and discuss the question in the classroom. [ABSTRACT FROM AUTHOR]

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2005Why Most Published Research Findings Are False 2006Critical Information Literacy: Implications for Instructional Practice 2011Science publishing: The trouble with retractions 2002A discipline-based approach to information literacy 2024The Social Dimensions of Scientific Knowledge 2002Integrating Information Literacy into the Science Curriculum 2012Learning Curve: How College Graduates Solve Information Problems Once They Join the Workplace 2017Authorship Norms and Project Structures in Science

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