Document Type

Article

Publication Date

12-13-2023

Publication Title

Communications in Information Literacy

Volume

17

Issue

2

First page number:

554

Last page number:

572

Abstract

Librarians and teachers encourage students to include expert perspectives in their research, but recent public discourse includes high-profile examples of experts being inconsistent or wrong, and recent studies suggest that public trust in experts is declining. Waning trust makes it difficult to teach information literacy: I can push students to find high-quality research sources, but what if these sources turn out to be yet another example of experts getting it wrong? After a period of living with this worry, I found a way to move forward by centering class discussion on the public’s dwindling trust in experts. Part of this discussion addresses reframing the point of library research. The goal is not to find sources to support an irrefutable argument; rather, the idea is to build a more thorough and realistic understanding of a research question. Research for understanding emphasizes acknowledging points of contention and pursuing complex questions with intellectual humility.

Keywords

Information Literacy; Evaluating Information; Authority; Experts; Trust; Understanding; Humility; First-Year English; Higher Education

Disciplines

Information Literacy | Library and Information Science | Scholarly Communication

File Format

pdf

File Size

307 KB

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Publisher Citation

Lenker, M. N., III. (2023). Dwindling trust in experts: A starting point for information literacy. Communications in Information Literacy, 17(2), 554–572.

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