Document Type

Article

Subject Area(s) (optional)

library and information science

Abstract

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.

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