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Wednesday, February 7 • 4:00pm - 5:30pm
Session 3.1C - Juried Papers: Expanding LIS Education Abroad: Opportunities and Strategies for Developing Global Study Programs.

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Increasingly, Library and Information Science (LIS) programs are offering study abroad opportunities for students to have broader global classroom experiences to gain knowledge, exposure and to think beyond the confines of geographic boundaries. While study abroad courses have long been a part of undergraduate and graduate education, few opportunities exist for students studying LIS. This paper argues for the development of study abroad courses in LIS. Why? Global study programs help students understand the interconnectedness and interdependence of the world (IFLA, 2012), they expose students to other practices in the information professions, and create opportunities for library science programs to tap into new markets for recruitment. A study abroad program will serve as a model to discuss these factors as well as pedagogy, strategies for student learning and cross-classroom collaboration. 
Assertions have been made that study abroad students accrue important knowledge and intercultural competency that enable them to succeed in an expanding global marketplace (Evans et al., 2008). It has also been argued that students choose to study abroad for personal development and to enhance friendships (Swinder, 2016). This is especially important for students who are online learners. Effective global study programs require intensive and sustained contact with students, instructor and individuals from different nations and cultures. Most models for study abroad programs provide opportunities for students to travel and live in different countries and experience the culture there. The intent is that students will return with a greater understanding of similarities and differences between cultures, an enhanced educational experience, and insight into future employment, new interpersonal networks, and personal growth.
Students who study abroad, develop enhanced cultural understanding and are motivated to engage in future international travel experiences (Bente and Janda, 2013). Targeting international students for short-term exchanges or study in the United States is also an opportunity to expand the LIS education universe. In 2012 it was estimated that international exchanges in all 50 states contributed $22.7 billion to the U.S. economy (Institute of International Education, 2012). Focusing on this group may provide opportunities for library science programs to make up for decreasing enrollments (Institute of International Education, 2012; Ludlum, Ice and Sheetz-Nguyen, 2013). Students would benefit not only from the acquisition of a language in a native environment, but also from enrichment provided by the total immersion in the culture of the receiving country. Furthermore, by targeting more international students for short-term exchanges or short-term study in the U.S., the cultural diversity of the classroom will be enhanced academically, adding to the globalization of the classroom and the expansion of LIS education internationally.  
Educating Urban Librarians Summit (2008) finds that information professionals who work in urban communities should possess specific cultural competencies, one of which is determined to be, “An understanding and appreciation of various cultures, a respect for diversity and a willingness to deliver library and information services to each and every patron” (Wayne State University, 2008, p. 5). Living, even for a short period of time in another country will provide opportunities for participants to gain first-hand knowledge of the social, economic, political, and religious climate of the host country that shape everyday life. Students will also gain ground zero perspectives of many of the critical issues facing information centers by making connections with users, library professionals, and in some cases, library students and LIS faculty from other programs. 
Developing and leading a study abroad program will not only provide insight on how students respond to cultural immersion as a means of achieving cultural competency, but it will also highlight how sustained connections, friendships, and alliances are formed with professionals in a host country can be utilized to enhance the cultural competency of LIS students. Furthermore, it will provide opportunities for students interested in managing an information center or information system with a global perspective, and explore how LIS schools in various parts of the world respond to the growing career opportunities in the information professions. 
Visions of Italy: Culture in the 21st Century Rome and Florence is a course that I redesigned in 2015 and serves as a good model for other study abroad courses. It highlights pedagogy, strategies for student learning and cross-classroom collaboration. The course has run three times; two of which I have led  This paper outlines from beginning to end the planning process of creating such a program, strategies for instruction, student learning, assessment, and samples of student projects.
REFERENCES
IFLA, (2012). Guidelines for Professional Library/Information Educational Programs.
Retrieved from http://www.ifla.org/publications/guidelines-for-professional-libraryinformation-educational-programs-2012
Institute of International Education. (2012).
Retrieved from https://www.iie.org/Why-IIE/Announcements/2012-International-Education-Summit-2012
Janda, S. (2016). Segmenting students based on study abroad motivations, attitudes, and
preferences, Journal of International Education in Business, Vol. 9 Issue: 2, pp.111-122, https://doi.org/10.1108/JIEB-06-2016-0013
Janda, B. and Janda, S.  (2013). Retrieved from
https://www.k-   state.edu/today/announcement.   php?id=10284
Ludlum, M., Ice, R., and Sheetz-Nguyen, J. (201


Wednesday February 7, 2018 4:00pm - 5:30pm
Meadowbrook I

Attendees (12)