According to the SEP article on epistemology, the relationship between knowledge and memory is that memory is one of five main sources of knowledge, the other four being perception, reason, introspection, and testimony. But, to fully understand the relationship between knowledge and memory, one has to have a definition of knowledge, and this is a matter of some debate. In fact, it is the focus of the entire field of epistemology.
In regards to truth, knowledge, and memory, roughly speaking, truth is an evaluation of knowledge which is an abstraction generally observed by a person's utterances or behavior which indicate intelligence. Whether truth evaluates knowledge of external reality, internal representation, procedural outcome or is used as illocution is a matter of the flavor of truth you prefer. All of these utterances and behaviors require memory.
The Encyclopedia of Philosophy has several entries relating to knowledge including, but not limited to, 'Knowledge, A Priori', 'Knowledge, the Priority of', and 'Knowledge and Belief'. (That's a lot of knowledge about knowledge.)
In the first article, knowledge and memory are viewed through the lens of Kantian a priori and a posteriori knowledge. A posteriori, or experiential knowledge, requires memory. In the second, the rationalist notion of knowledge, that of proposition, ties together truth, as truth is a property of knowledge which elevates belief to a level of certainty. In the third, belief is seen as a product of knowledge, and not vice versa.
The second article listed does mention Gilbert Ryle who wants to take an exclusively intellectual definition of knowledge to task by highlighting the connection of knowledge to activity or action. As an ordinary language philosopher, he notes that knowledge can refer to activity, and has a section in his book Concept of Mind devoted to 'knowing-how' and 'knowing-that'. On page 28 he says:
In ordinary life... as well as in the special business of teaching, we are much more concerned with people's competencies than with their cognitive repertoires, with the operations than with the truths that they learn.
To some extent this has been affirmed by psychologists who have shown there are different types of memory. Note that semantic memory and procedural memory seem to correspond to Ryle's proposition.
As far as institutional knowledge, it is a discipline in the management of information systems, so there's a wealth of literature on it. It addresses ideas like knowledge creation, capture, codification, system tools, and ethical, legal, and managerial issues. If you're interested in the philosophical basis, try Searle.