<![CDATA[The expansion of digital information has increased access to knowledge, yet it does not automatically develop young people’s ability to interpret, evaluate, and reflect on information critically. This study examines the Kendal Book Circle (KBC) as a community-based literacy space that connects reading, dialogue, contextual experience, and writing. The study aims to analyze how literacy practices are organized, how participants construct and negotiate meaning, the changes experienced by participants, and KBC’s role as a non-formal educational space. A qualitative case study was employed through participatory observation, semi-structured interviews with six informants, and documentation. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings show that KBC organizes literacy through interconnected practices involving sharing sessions, Book to Culture, Book to Nature, Book to School, and Book Venture. These activities connect texts with dialogue, cultural and environmental experiences, educational institutions, and writing. Participants reported increased confidence in communication, critical reflection, digital information evaluation, and engagement in knowledge production. KBC also complements formal education through collaboration with schools and other educational communities. The study contributes to community literacy research by proposing a series of interconnected literacy practices as a unit of analysis for understanding the transformation of young people from information consumers into more active interpreters and producers of knowledge.]]>
