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Through direct field engagement, students distinguished scholarly authority from community authority and learned what each type of source reveals about poverty. 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Waity  \nUniversity of North Carolina Wilmington, [waityj@uncw.edu](waityj@uncw.edu)[ ](waityj@uncw.edu)Stephanie Crowe  \nUniversity of North Carolina-Wilmington, [crowes@uncw.edu](crowes@uncw.edu)  \nLet us knowhow access to this document benefits you. Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)  \n Part of the Information Literacy Commons  \nRecommended Citation  \nWaity, J. F., & Crowe, S. (2019). The Context of Authority and Sociological Knowledge: An Experiential Learning Project. Communications in Information Literacy, 13 (1), 61-74. [https://doi.org/10.15760/comminfolit.2019.13.1.5](https://doi.org/10.15760/comminfolit.2019.13.1.5)  \nThis Innovative Practice is brought to you for free and open access. It has been accepted for inclusion in Communications in Information Literacy by an authorized administrator of PDXScholar. For more information, [please contact](please contact pdxscholar@pdx.edu)[ pdxscholar@pdx.edu](please contact pdxscholar@pdx.edu).  \nWaity and Crowe: The Context of Authority and Sociological Knowledge  \nCOMMUNICATIONS IN INFORMATION LITERACY | VOL. 13, NO. 1, 2019  61   \nThe Context of Authority and Sociological Knowledge: An  \nExperiential Learning Project  \nJulia F. Waity, University of North Carolina Wilmington  \nStephanie Crowe, University of North Carolina Wilmington  \nAbstract  \nIn this innovative project, a social sciences librarian partnered with a sociology professor to embed the “Authority is Constructed and Contextual” frame into an upper-division sociology of poverty course. Students in this course participated in an experiential learning project, collaborating with local children on a participatory photo mapping project to document the children’s neighborhood. By working directly with community members in this field experience, the students gained an understanding of the differences between scholarly authority and community authority and what can be learned about poverty from each type of source. Engagement with a local community provides students with a direct understanding of the contextual nature of cognitive authority and can be replicated in a variety of settings.  \nKeywords: experiential learning, authority, cognitive authority, ACRL Framework, Authority is Constructed and Contextual, sociology, partnership, collaboration  \nInnovative Practices edited by Andrea Baer, Carolyn Gamtso, & Merinda  \nMcLure  \nWaity, J.F. & Crowe, S. (2019). The context of authority and sociological knowledge: An experiential learning project. Communications in Information Literacy, 13(1), 61-74.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors'copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BYNC-SA 4 .0) .  \nWaity & Crowe  \n[ INNOVATIVE PRACTICES ] Context of Authority & Sociological Knowledge  \nPublished by PDXScholar, 2019  \nCommunications in Information Literacy, Vol. 13, Iss. 1 [2019], Art. 5  \n 62  COMMUNICATIONS IN INFORMATION LITERACY | VOL. 13, NO. 1, 2019  \nIntroduction and Background  \nSince the publication of the Framework for Information Literacy for Higher Education (Association of College and Research Libraries, 2015), academic librarians have been grappling with how to apply the “Authority is Constructed and Contextual” (AiCC) fram","cbCaipRR7Li0bnto","https://ap.wps.com/l/cbCaipRR7Li0bnto","pdf",271851,15,"English","# Introduction and Background\n## The Framework for Information Literacy and AiCC\n## Cognitive Authority and the Role of Experiential Learning\n## Project Design for Teaching Poverty Sources of Authority","[{\"question\":\"Who collaborated on the experiential learning project described in the article?\",\"answer\":\"A social sciences librarian partnered with a sociology professor to embed the AiCC frame into a course.\"},{\"question\":\"What activity did students complete as part of the project?\",\"answer\":\"Students worked with local children on a participatory photo mapping project to document the children’s neighborhood.\"},{\"question\":\"What learning outcomes were reported regarding authority and poverty sources?\",\"answer\":\"Students gained an understanding of differences between scholarly authority and community authority and what can be learned about poverty from each source.\"}]","The Context of Authority and Sociological Knowledge - An Experiential Learning Project - Innovative Practices | PDF",1792088146,38]