PANELS AND ALTERNATIVE EVENTS Considering individual and community contexts within information pedagogy, scholarship, and practice Ana Roeschley 1 | Sarah A. Buchanan 2 | Mary Burke 1 | Ann Graf 3 | Oksana L. Zavalina 1 1 Department of Information Science, University of North Texas, Denton, Texas, USA 2 University of Missouri, Columbia, Missouri, USA 3 Simmons University, Boston, Massachusetts, USA Correspondence Ana Roeschley, Department of Information Science, University of North Texas, Denton, TX 76207. Email: ana.roeschley@unt.edu Abstract Context—“the complex web of social relations which [the individual] inhabits” (Spratt & Florian, Teaching and Teacher Education, 2015, 49, 89–96, p. 90) touches everything, including individual and group circumstances, positionalities, feelings, experiences, and environments. Context shapes not only how we communicate information in the field and in the classroom, but also several significant pro- cesses: searching for information, accessing information, and the interpretation and use of information (Encheva, Journal of Library Administration, 2016, 56, 595–602; Mitchell, Technical Services Quarterly, 2017, 34, 283–296; Yeo et al., The Annals of the American Academy of Political and Social Science, 2015, 658, 172–191). Furthermore, such contexts affect how information scientists teach and conduct their research and how information (in a classroom setting or otherwise) can be delivered to individuals and communities for action. How we, as informa- tion scholars and professionals, take individual and community contexts into account will affect our work. Issues of context will be thoroughly interrogated from a number of different perspectives by both the panelists and audience mem- bers in this interactive and participation-based session. KEYWORDS graffiti art, information communities, information contexts, information organization, language communities, metadata, participatory archives, pedagogy 1 | INTRODUCTION The 2020 ASIS&T annual meeting asks, “Are ASIS&T mem- bers working as change agents actively addressing society's grand challenges?” (ASIS&T, 2019). This question speaks to a number of global issues regarding how individual contexts affect how information is accessed, used, and interpreted. Furthermore, individual contexts also affect how informa- tion scientists teach and conduct their research. This 90-min interactive panel will push us to consider issues of change from a number of different angles and viewpoints. Through an examination of both information science pedagogy and information science praxis with individual communities, we can explore the impact of individual and community infor- mation contexts—an overarching discussion that leads us to a number of exploratory questions we need to consider. What choices do information scientists navigate in teaching about collections? How do information scientists elicit students' prior experiences in collection settings like museums and archives and foster creativity in the learning DOI: 10.1002/pra2.283 83rd Annual Meeting of the Association for Information Science & Technology October 25-29, 2020. Author(s) retain copyright, but ASIS&T receives an exclusive publication license Proc Assoc Inf Sci Technol. 2020;57:e283. wileyonlinelibrary.com/journal/pra2 1 of 5 https://doi.org/10.1002/pra2.283