Authority is Constructed and Contextual (Teaching Scenario)

Authority is Constructed and Contextual

Learning Outcomes;

1.)    Students should be able to define different types of authority such as subject expertise (scholarship), society, position (public office or title) or special experience (participating in a historic event.

2.)    Use markers of authority to determine the credibility of sources

3.)    Recognise that authoritative content may be packaged formally or informally and may include audio, visual, and non-print sources.

Activities

1.)    After discussing the different types of authority I will divide the students into groups and then assign a particular type of authority to each group. They will then have to write 2 paragraphs in which they clearly indicate the definitions of the types of authority, and each member of a groups’ example of the type of authority.

2.)    I will hand a list of names to students as well as their biographies and students will need to tell me after a thorough discussion on the various types of authorities, they will have to write on paper which of the people on the list are authority figures, in which field, and why based on the markers of credibility are these authority figures credible.

3.)    Students will be asked to bring with them past assignments in which they fared well and focus on the reference section of essay or assignment and based on research done discuss what made them choose a particular source and the class participate in stating whether or not the sources are credible. They will then in light of the new information I presented to them regarding the manner in which content may be packaged may be formal or informal and add to the assignment. Eg. Youtube, facebook scholarly pages, professional academic blogs and so forth.

Materials

1.)    Computer with internet access.

2.)    Each student to have a pen and paper.

3.)    Past assignments of each student.

How it relates to a Knowledge Practice

1.)    define different types of authority, such as subject expertise (e.g., scholar

ship), society position (e.g., public office or title), or special experience (e.g

Participating in a historic event);

2.)    use research tools and markers of authority to determine the credibility of sources, understanding the elements that might temper this credibility;

3.)    recognize that authoritative content may be packaged formally or informally and may include audio, visual, and other nonprint sources;