Lbs 707: Authority is Constructed and Contextual

Learning outcome

Learners who develop their information literature abilites:

• students should be able to define different types of authority such as subject expertise (scholarship), societal position (public office or title), or special experience (participating in a 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 & non print sources.

Material needed:
Desktop computer
Data Projector
White screen

Activities

• I will ask the class to go on the internet and visit a blog or any social media site. Find an article or any form of information. Identify the authoritative voice or voices. 

• Next I will ask students if they think this authoritative voice is credible or not? Motivate your answer.

• I will then show students examples of blogs and social media sites. I will ask them if they will regard the information found on these blogs and facebooks sites as authoritave formal or informal content. If answer is no, I will explain to them that the "comments" of people on Facebook is regarded as authoritave content, even when it is informal.

How each activity relates to the knowledge practice:
Students who are developing their information literate abilities:

• students should be able to define different types of authority such as subject expertise (Scholarship), societal position (public office or title), or special experience (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.

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