The purpose of this paper is to suggest that librarians’ traditional methods of source evaluation – guided by the “Authority is Constructed and Contextual Frame” of the Framework for Information Literacy – do not adequately address today’s post-truth reality.,The authors will use the specific example of the release of the Environmental Protection Agency’s (EPA’s) National Climate Assessment report on November 23, 2018 and the subsequent Fact Check News Release published by EPA Headquarters on November 28 as a lens to explore the difficulty of teaching the Authority is Constructed and Contextual Frame in an era of alternative facts and fake news.,A brief analysis of human psychology, modern learning theories and Patrick Wilson’s work on cognitive authorities demonstrates that to provide effective information literacy instruction, librarians must do more to incorporate the social and emotional factors that individual students bring to the learning environment into current instruction practices.,This paper can be used as a resource for librarians seeking new strategies for information literacy instruction in the post-truth era.,Although a large body of literature exists to discuss the prevalence and implications of fake news in the post-truth era, few scholars have proposed solutions beyond a rededication to teaching critical source evaluation. This paper points to at least one new resource for source evaluation instruction which includes self-reflection among learners and points readers in a new direction to develop more.

中文翻译：

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权威冲突

图书馆员必​​须做更多的工作，以将个别学生带给学习环境的社会和情感因素纳入当前的教学实践中。本文可作为图书馆员在后真理时代寻求新的信息素养教学策略的资源。尽管存在大量文献讨论后真实时代假新闻的流行和影响，但是除了重新致力于教授关键信息源评估外，很少有学者提出解决方案。本文指出了至少一种新的资源评估教学资源，其中包括学习者之间的自我反思和指向读者的新方向，以进行更多的发展。本文可作为图书馆员在后真理时代寻求新的信息素养教学策略的资源。尽管存在大量文献来讨论后真理时代的虚假新闻的流行及其含义，但很少有学者除了重新致力于教学关键源评估外，还提出了其他解决方案。本文指出了至少一种新的资源评估教学资源，其中包括学习者之间的自我反思和指向读者的新方向，以进行更多的发展。本文可作为图书馆员在后真理时代寻求新的信息素养教学策略的资源。尽管存在大量文献来讨论后真理时代的虚假新闻的流行及其含义，但很少有学者除了重新致力于教学关键源评估外，还提出了其他解决方案。本文指出了至少一种新的资源评估教学资源，其中包括学习者之间的自我反思和指向读者的新方向，以进行更多的发展。除了重新致力于教学关键资源评估外，很少有学者提出解决方案。本文指出了至少一种新的资源评估教学资源，其中包括学习者之间的自我反思和指向读者的新方向，以进行更多的发展。除了重新致力于教学关键资源评估外，很少有学者提出解决方案。本文指出了至少一种新的资源评估教学资源，其中包括学习者之间的自我反思和指向读者的新方向，以进行更多的发展。