Subject Area(s) (optional)
library and information science
This paper examines how Knowledge School principles can help libraries develop a more nuanced understanding of how social and cultural differences shape knowledge production and dissimi-nation within LGBTQ+ communities. I focus on information literacy (IL), in which practitioners teach individuals to seek, evaluate, and use information. IL can empower communities by enhancing education, confidence, and decision-making. However, libraries often approach IL from a deficit, skills-based perspective by envisioning communities as lacking the requisite knowledge to fulfill their information needs. As a Knowledge School, we need to move away from one-size-fits-all approaches to librarianship. Through research, we can understand how communities produce and disseminate knowledge on their terms. Such understanding can open up new, inclusive, and relevant possibilities for community-oriented practice. In this paper, I offer a lens through which to see how this occurs within a Knowledge School.
Published in Journal of New Librarianship, ed. Lankes, R.D. & Freeburg, D., Volume 4, Fall 2019, pages 387-404.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Kitzie, V. (2019). Innovative Information Literacy Landscapes: Leveraging the Specialized Knowledge of LGBTQ+ Communities in Research and Practice. Journal of New Librarianship, 4(Special), 387–404. https://doi.org/10.21173/newlibs/7/11