Abstract
The 2015 Framework for Information Literacy for Higher Education (or Framework) is the latest effort of academic librarians to provide relevant guidance for the teaching of information literacy. One claim made within this “living document,” in line with current academic trends of constructivism and social constructivism, is that “Authority is Constructed and Contextual.” Questions are raised concerning authority’s relationship to the idea of truth, and an effort is made, largely through a Socratic method of inquiry, to delve into the meaning of the Framework’s statement on authority using the further explanations provided concerning this particular “frame,” as well as the context of the entire document. Connections between the nature of authority, responsibility, and the ethical direction of the Framework are considered, and the relevance of the matter of truth is brought to bear here as well. Finally, the conclusion is reached that in light of the investigation’s findings, the current statement that “Authority is Constructed and Contextual” is fraught with significant difficulties, and a statement akin to “Issues of Authority are Contextual and Nuanced” is warranted instead.
Recommended Citation
Rinne, Nathan
(2016)
"Is Authority Always Constructed and Contextual? A Classical Challenge to the Framework for Information Literacy,"
The Christian Librarian: Vol. 59:
Iss.
2, Article 6.
DOI: https://doi.org/10.55221/2572-7478.1091