The Authority of Experience: Assessing the Use of Information Technology in the Classroom

Mack, Pamela E.; Delicio, Gail C.

doi:10.3998/3336451.0006.108

Cited by 2 publications

(2 citation statements)

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“…When students learn to strike a balance between their opinions and the texts of others, their writing and comprehension of a scholarly discourse improves, and they can begin to establish themselves as authorities. Mack and Delicio (2000) explain the significance of acknowledging multiple types of knowledge, and not promulgating the professional as the only valid option. The concurrent promotion of the authority of experience fosters a learning environment that bridges lived experiences with intellectual and professional endeavors.…”

Section: Notions Of Authoritymentioning

confidence: 98%

Teaching and Un-Teaching Source Evaluation: Questioning Authority in Information Literacy Instruction

Angell¹,

Tewell²

2017

Comminfolit

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This study details the design of library instruction sessions for undergraduate students that intended to encourage critical source evaluation and the questioning of established authorities, and appraises these instructional aims through a thematic analysis of 148 artifacts containing student responses to group and individual activities. The authors found a widespread reliance on traditional indicators of academic and scholarly authority, though some students expressed more personal or complex understandings of source evaluation, trustworthiness, and authorship. Based on the findings, recommendations are made for academic librarians interested in promoting learners' senses of agency and authority.

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Section: Notions Of Authoritymentioning

confidence: 98%

Teaching and Un-Teaching Source Evaluation: Questioning Authority in Information Literacy Instruction

Angell¹,

Tewell²

2017

Comminfolit

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“…Research‐based information presented by scholars through university‐level coursework can fill in the gap where unquestioning belief once existed. However, it is also important that young people learn to acknowledge multiple types of knowledge and ways of knowing rather than viewing the professional perspective as providing the only valid opinions (Angell & Tewell, 2017; Mack & Delicio, 2000). Feminist education scholars (e.g., Barton, 2000) and indigenous education scholars (e.g., Wilson, 2008) have suggested that one way this can be achieved is by supporting students in learning to evaluate different sources, which can legitimise learning through experience and learning through research.…”

Section: Theoretical Framingmentioning

confidence: 99%

‘Credible, but not really reliable’: teachers' responses to children's literature on energy production and the environment

Lammert

2023

Literacy

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Incorporating climate change into literacy curriculum is an important goal globally, but one that has gone unmet in typical elementary classrooms. One reason may be a lack of preparation of teachers to select texts on this topic. This research involved preservice elementary literacy teachers in a children's literature course evaluating children's picture books on the environmental topic of energy production. Preservice teachers rated each text's enjoyability for students, the credibility of the content, and discussed the underlying assumptions about natural resources in each narrative. A sequential explanatory mixed‐methods analysis was applied. Findings suggest that preservice teachers generally found texts about energy production to be enjoyable for children, and they did not believe that books on energy production might evoke fear or frustration amongst elementary students. However, they differed in their views of authorial credibility. Some felt that personal experiences with text content (i.e., being an indigenous author writing about the need to preserve tribal lands) strengthened authors' credibility while others believed personal closeness made the text more opinionated and therefore less credible. This research suggests the need for elementary teachers to be better prepared to interrogate corporate bias and personal bias in texts about climate change.

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The Authority of Experience: Assessing the Use of Information Technology in the Classroom

Cited by 2 publications

References 0 publications

Teaching and Un-Teaching Source Evaluation: Questioning Authority in Information Literacy Instruction

Teaching and Un-Teaching Source Evaluation: Questioning Authority in Information Literacy Instruction

‘Credible, but not really reliable’: teachers' responses to children's literature on energy production and the environment

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