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Abstract

This work presents a teaching case that occurred at a University Library, where the classification of a book as a reference work results in lending restrictions, raising questions about the interpretation of this categorization, accessibility to academic resources, and the role of university libraries in promoting learning. This teaching case highlights the importance of cataloging as an intellectual process and also underscores the need for flexibility in the application of rules in the face of complex content, while respecting the primary goal of supporting student learning