Evolving legitimacy of the public library in the 21st century
ISSN: 0022-0418
Article publication date: 3 June 2024
Issue publication date: 25 September 2024
Abstract
Purpose
The purpose of this research is to comprehensively describe the legitimacy of the public library in the 21st century.
Design/methodology/approach
The research involved a comprehensive literature review using the Library and Information Science Abstracts (LISA) database with keywords “Library” and “Legitimacy”, combined with citation searches and additional collections. In total, we analysed 159 research articles primarily from the 21st century, with some comparative analysis of pre-2,000 works. The final phase of the research investigated libraries’ legitimisation efforts across various dimensions, examining how they employ rhetoric and theories to maintain legitimacy amidst challenging circumstances.
Findings
Through this research process, five dimensions of public library legitimacy emerged; (1) Democracy, (2) Culture and History, (3) Communication and Education, (4) Economy and (5) Librarianship, with the most diverse literature being related to democracy, and its subsections intellectual freedom, neutrality, the public sphere, social justice and social capital.
Originality/value
The outcome of our results indicates that the evolving legitimacy of the public library in the 21st century has become multifaceted, compared to the elements of legitimacy in the 20th century. Contemporary public libraries can continue to utilise the dimensions of legitimacy identified in this study and can reconstruct their legitimacy accordingly.
Keywords
Acknowledgements
Funding: This research was supported by the Japan Society for the Promotion of Science (Grant-in-Aid for Scientific Research(B) / 20H04479).
Citation
Yamagishi, M., Koizumi, M. and Larsen, H. (2024), "Evolving legitimacy of the public library in the 21st century", Journal of Documentation, Vol. 80 No. 6, pp. 1347-1366. https://doi.org/10.1108/JD-02-2024-0028
Publisher
:Emerald Publishing Limited
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