Such novices need her criteria the most and are the least likely to use them correctly. This problem is amplified when novices hold the wrong opinions.
In this paper, I argue that novices face a much harder time using her criteria effectively than we would expect or hope. All they need to assess experts is a high-school education and access to the internet. Novices face a problem when it comes to forming true beliefs about controversial issues that they cannot assess themselves: Who are the trustworthy experts? Elizabeth Anderson offers a set of criteria intended to allow novices to form reliable assessments of expert trustworthiness. This article shows one model for using the Framework for Information Literacy for Higher Education to create learning goals for a range of in-depth learning experiences that cultivate habits of mind essential to discernment in the current political and cultural climate. To address this profound societal challenge, academic librarians should collaborate with faculty members to create communities of inquiry for students-sustained “high impact practices” that address the complexity of the current information environment. The accelerating fragmentation of the media and information ecosystems undermines communal understanding of large and complex issues that citizens must face. The interrelated issues of trust, credibility, and authority now present major challenges because of the uncertainty of the social media environment, competing information “bubbles,” and enduring cognitive biases.
The current political and cultural polarization in the United States and other countries has significant implications for all educational institutions and for libraries and librarians.
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