Knowledge in dialogue: empowerment and learning in public libraries

Purpose The demand for learning is constantly increasing in transcultural knowledge societies. This paper aims to consider the impact of learning concepts, as developed by Danish libraries, and the way they relate to mutual recognition and social inclusion of ethnic minority groups. Design/methodology/approach Conducting research on open social spaces as libraries and learning labs in libraries implies a multiple research design along with a differentiated analytical framework. Findings Libraries in multicultural districts will be able to contribute to the fulfilment of integration purposes more effectively if they cease to be bound to the concept of information. In transformative and cross‐cultural learning contexts, the concept of knowledge should be employed. Practical implications Studying activities in libraries still need to be delimited from learning in schools. Enhancing multicultural learning with focus on learning styles, which permits a mutual reflection of significant symbol systems, will be desirable. Originality/value The paper shows, in the context of this study, knowledge emerged from the interaction of social and cultural capital.