Vol. 4 No. Special (2019)
Essays

Governed by circumstances as they may arise: A short reflection on the knowledge school and its context

Jennifer Weil Arns
University of South Carolina
Published December 20, 2020
Keywords
  • knowledge school,
  • education,
  • public value,
  • community engagement,
  • information society
How to Cite
Arns, J. (2020). Governed by circumstances as they may arise: A short reflection on the knowledge school and its context. Journal of New Librarianship, 4(Special), 328-335. https://doi.org/10.21173/newlibs/7/4

Abstract

As technologies have moved forward and cultural assumptions have changed, we find ourselves at a moment of opportunity. Our sense of the word library is drawn from a rich array of service traditions and a value proposition based on the belief that libraries help those who use them advance in life, engage with others in their communities, and learn more about themselves and the world around them. The Knowledge School concept builds on this assumption and expands it with a broader challenge – a commitment to creating public value, changing communities, and educating those who feel a personal commitment to dealing with the messy complexities of today’s social arrangements. This intriguing idea holds much promise; and if the possibility of success is adequate to drive performance, it is likely to lead to a new and vibrant vision that will support changes in the way we think of libraries and where we are when we are working in them.