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Owing to the scope and pace of change, society has become increasingly knowledge-based so that higher learning and research now act as essential components of cultural, socio-economic and environmentally sustainable development of individuals, communities and nations. In this environment, it is essential that higher learning and knowledge creation involve effective partnerships among academic and non-academic learning institutions and communities to create and apply learning and knowledge with stakeholders that are managing and creating sustainable development initiatives. Growing concern regarding the importance of the contribution that higher education institutions make to society has aroused increasing debate about their relevance and credibility amid escalating social problems. An underlying premise of community engagement is the understanding that not all knowledge and expertise resides in the academy, and that both expertise and great learning opportunities in teaching and scholarship also reside in non-academic settings.

This conference will explore how LIS educators and researchers can develop curricula, programs, and research activities that enable active partnerships with communities and civil society to manage and create change. How can LIS programs increase opportunities for experiential, service oriented, and community engaged student learning? How can we develop further collaboration between LIS programs and their larger communities (local, regional/ state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity?

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Friday, January 20 • 8:30am - 10:00am
Session 7.1 C Juried Paper: “How do I do this right?”: Insider/outsider dynamics and information practices of LGBTQ+ individuals

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This research employs socio-cultural approaches to LIS in examining the information practices of cultural outsiders – lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals. It explores how insider/outsider status is assigned within LGBTQ+ communities and its impact on members’ information practices. Chatman (1999) defines community as a “world in which ways of looking at things are in accordance with agreed-upon standards” and suggests the potential of community in fostering one’s sense of self (p. 211). However, the functions of community can also yield negative outcomes by limiting possibilities and perspectives of what constitutes legitimate information and information practices (Chatman, 1999). Along with examining the multivalent influences of community on the information practices of LGBTQ+ individuals, this research also explores implications for the social responsibility of libraries in fostering communities inclusive of LGBTQ+ individuals. The study addresses the following research questions:

RQ1. What are the information practices of LGBTQ+ individuals within communities?

RQ2. How do insider/outsider dynamics affect LGBTQ+ information practices within communities?

RQ3. Based on the effect of insider/outsider community dynamics on the information practices of LGBTQ+ individuals, how can libraries promote inclusivity as socially responsible institutions?

avatar for Vanessa L. Kitzie

Vanessa L. Kitzie

Ph.D. Candidate, Rutgers University
avatar for Marie Radford

Marie Radford

Professor & Director, PhD Program, Rutgers University, NJ
Research interest in interpersonal communication, assessment, virtual reference, qualitative methods, & postmodern approaches to librarian, library, and research process stereotypes.

Friday January 20, 2017 8:30am - 10:00am EST
Georgia 2/3