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This panel argues a paradigm shift is needed in library and information science (LIS) to move the field toward information equity, inclusion, relevance, diversity, and justice. LIS has undermined knowledge systems falling outside of Western traditions. While the foundations of LIS are based on epistemological concerns, the field has neglected to treat people as epistemic agents who are embedded in cultures, social relations and identities, and knowledge systems that inform and shape their interactions with data, information, and knowledge as well as our perceptions of each other as knowers. To achieve this shift we examine epistemicide-the killing, silencing, annihilation, or devaluing of a knowledge system, epistemic injustice and a critique of the user-centered paradigm. We present alternative epistemologies for LIS: critical consciousness, Black feminism, and design epistemology and discuss these in practice: community generated knowledges as sites of resistance and Indigenous data sovereignty and the "right to know".

This poster presents a critical‐qualitative evidence inquiry approach to examine the information dynamics of African American mothers in an historic (1955–1970) Chicago public housing community. This research builds upon initial interest in their activism for the construction of a neighborhood library, to exploring the information rich system emanating from the community they inhabit (Gray In a collective voice: Uncovering the black feminist information community of activist‐mothers in Chicago Public Housing, 1955‐1970). The three phase eight step qualitative evidence approach includes descriptive and complex theoretical analysis contributing to the formulation of a Black Feminist Information Community (BFIC) model.

brought together a community of professionals from various backgrounds to share information about the developments, advantages, and challenges of the digital library. Five attendees describe their conference experiences and share viewpoints as new librarians, an experienced librarian, a paraprofessional library school student, and a librarian who participated in the online version of the conference. Serials Review 2006; 32:195-203. D