Scholars and practitioners have exposed the limitations of traditional Euro-American approaches to knowledge organization (KO) when it comes to Indigenous topics. To develop more effective KO practices, there is a need for KO practitioners to understand Indigenous perspectives at an epistemological level. A theoretically-informed model of Indigenous systems of knowledge serves as a pedagogical tool to support the labor of boundary-spanning and code-switching between Euro-American KO practices and Indigenous KO practices.

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