Abstract Socio-technical changes have transformed information practices and challenged conceptions of cognitive authorities, referring to information sources that are deemed credible and legitimate and influence people's thinking. Cognitive authorities in group-based knowledge-construction projects in health education lessons were explored in this study. Nexus analysis was used to analyze participant interviews and video-observed social actions in three secondary school health-education classrooms (Grades 8–9) in Finland. The findings show how group-based projects employing multiple information sources offer opportunities for the distribution and co-construction of cognitive authorities. However, explicit negotiations on the authority of sources were rare. Cognitive authorities appeared as contextual and situational but also guided by broader discourses circulating in the scene of action. By embedding information literacy instruction throughout the curriculum, information professionals and teachers can support young learners to recognize relevant authorities in different spheres of knowledge and to become competent users of health information.

中文翻译：

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健康教育课堂中的认知权威：基于小组的学习任务的关联分析

摘要 社会技术变革改变了信息实践，挑战了认知权威的概念，指的是被认为是可信和合法的并影响人们思维的信息来源。本研究探讨了健康教育课程中基于小组的知识建设项目中的认知权威。Nexus 分析用于分析芬兰三所中学健康教育教室（8-9 年级）的参与者访谈和视频观察到的社会行为。研究结果表明，采用多种信息源的基于团体的项目如何为认知权威的分配和共建提供机会。然而，关于消息来源权威的明确谈判很少见。认知权威出现在情境和情境中，但也受到在行动场景中流传的更广泛话语的指导。通过在整个课程中嵌入信息素养教学，信息专业人员和教师可以支持年轻学习者认识不同知识领域的相关权威，并成为健康信息的合格用户。