Document Type

Conference Proceeding

Publication Date

2014

Department

Library & Information Services

Language

English

Abstract

Global study and engagement with the world are the foundations of education at many American campuses. The more teaching and learning taking place in an international context, the better—especially in today’s highly interconnected world. According to a study by the Institute of International Education, in 2011/2012, 283,332 American students studied abroad for academic credit. This is a 3.4% increase from the previous 2010/2011 academic year. Furthermore, over the past two decades U.S. student participation in study abroad programs tripled (Opendoors, 2013). Of those American students studying abroad, 86.7 % (n=245,649) are undergraduates. This number represents 9.4% of the entire undergraduate student population in the United States. In addition, there were 819,644 international students studying in the United States in 2012/13, which is a 7.2% growth from the previous year. In summary, the old cliché that “I don’t need to learn languages because I am an English speaker” is no longer a valid argument. To date, 65% of undergraduate institutions have already included a foreign language graduation requirement (ACE, 2012, p.11).

Internationalization on American campuses is certainly a growing trend. The focus of this presentation is the role of the library and information literacy instruction in furthering internationalization at American universities and colleges. The case presented in this presentation is the Waidner-Spahr Library at Dickinson College – a private, liberal arts institution located in Carlisle, Pennsylvania.

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