In this paper, we explore how librarians can teach students to deconstruct the concept of authority using questions and considering contextual needs in STEM fields. We argue that examining the complexities of common signifiers of authority, such as peer review, citation rates, and types of sources, as well as exploring contextual factors such as authority in academic and professional settings, are key to developing an understanding of the ACRL Framework for Information Literacy Frame "Authority is constructed and contextual" in the sciences. For each signifier of authority, we present ways to approach and discuss the question in the classroom.