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Provides an historical perspective for the fight for diversity in US libraries, defining diversity, describing the changing demographics and discussing problems of implementing diversity. The lack of diversity in middle management posts in the US Government is noted. Work within the American Library Association, including recruiting initiatives and the Spectrum Initiative, a Diversity Fair, the establishment of a Presidential Committee on Library Service to Minorities are described. Concludes with examples of services provided by public libraries and considers prospects for the future.

A considerable amount of time and money has been spent debating the ultimate services to multicultural groups. So far, very few programs have been developed to integrate services to multicultural groups into the mainstream of librarianship. Many libraries have failed to create an awareness about the importance of information to multicultural groups. The tendency found among many librarians is either to remain silent or to excuse themselves by lack of funds. In addition to these tendencies, often the nonassertive outlook of librarians has led to a number of multicultural users remaining unaware of the sources of information that are available to them through the library.

This paper aims to stress the importance of international and intercultural opportunities in serving as essential components in educating and training library and information professionals. More specifically, it provides an overview of issues and trends in internationalization of higher education (HE) in general and illustrates how the concept of and approaches to internationalization have affected library and information science (LIS) educational settings and programs primarily in Europe and the USA.

Based on a literature review, the paper discusses the meaning and definition of the concept of internationalization. Using a framework that draws on theoretical work on internationalisation of HE programs/contexts an analysis is then presented of the changing nature of internationalization in HE environments. The theoretical analysis is coupled with illustrations of current internationalisation practices, projects, strategies and players within LIS education communities in Europe and the USA. Finally, a discussion of the principal issues of internationalization of the LIS curriculum is presented

A synthesis is provided of the body of knowledge on the topics of internationalisation in general and within the HE sector in particular. Also presented is an overview of the multifaceted internationalisation activities taking place within LIS education. A range of thoughts and suggestions are given on how LIS schools can respond to the challenges of an increasing global world and, more specifically, how they can develop LIS programs and create classroom settings that are truly international in orientation and scope.

The geographical scope is limited to Europe and North America and the focus of the study is particularly on issues and challenges within the LIS education community.

Exposure to international educational environments and acquisition and absorption of intercultural values and skills serves to enhance and enrich the academic background of LIS students/graduates and add to the employability and career development of the coming LIS professionals. International outlook, networking and intercultural communication skills are essential for practitioners, policy makers, leaders, decision makers, researchers and educators in the LIS field.

No comprehensive study of the internationalization of LIS programs in the context of HE sector‐specific internationalization theory has previously been published. The paper makes a difference in the way it reflects on LIS internationalization issues and tasks from the perspective of the published literature on internationalization of HE.

The purpose of this paper is to suggest to move successfully beyond the fragmented and cursory treatment of diversity that prevails in library and information science (LIS) education should articulate a vision of teaching and learning within the diverse society we have become. That vision must then be used to guide systematically, the inclusion of intercultural issues throughout the LIS education. Presents four salient characteristics that define the culturally responsive LIS educator. Recommends that LIS educators examine critically the curriculum and revise it as needed to make issues of diversity central rather than peripheral.

Using four salient characteristics, the paper discusses the approach LIS educators should use in order to create the interconnectedness of the themes that are made up of knowledge, skills, and disposition. Using this framework as theoretical bases an analysis is then presented for changing nature of LIS education.

It was found that to prepare future library professionals for a multicultural society, educators in LIS schools must first articulate a vision of teaching and learning in a diverse society. The four salient characteristics identified will serve as the framework for infusing cultural diversity issues in LIS education.

The paper presents, how LIS educators could promote a more equitable and just society through inclusion of diversity issues in the education of future library professionals.

The purpose of this paper is to attempt to highlight the importance of culturally mediated instruction in library and information science (LIS) teaching and learning.

The paper uses three distinct approaches in culturally mediated instruction and learning environment, as product, process, and philosophy. The paper deals with the general concept of the cultural dimension of human development through identification of students who are culturally different from the main stream orientation, by creating culturally mediated instruction in a learning environment The paper further elaborates the role of LIS schools in this direction. It concludes by suggesting ways in which LIS education could be improved by being inclusive with the changing global society and its needs.

It is evident that culturally inclusive instruction can enhance the learning of LIS students who are responsive to the needs of their diverse communities and who are able to be change agents to their institutions and professions.

The paper presents ways by which LIS educators can create a better learning environment base inclusive of all cultures represented in the classroom. It redefines diversity of library education in a culturally mediated teaching and learning environment.

Internationalization of Library and Information Science (LIS) education is not only desirable but also critically necessary. The education of future library and information professionals who are able to understand the global information access, and to promote systems of communication among people throughout the world are vital for the success of the profession. This paper examines and analyzes the inclusion of international issues in LIS education in Europe, the USA, and Canada. The data gathered via a questionnaire survey of 60 LIS programs in Europe, the USA and Canada are presented. The provision of a program that addresses global views in LIS education is recommended.

This article discusses how integration processes in Denmark can be more efficiently supported by public libraries. The theoretical framework used in the research is connected to the notion of social capital and transnational spaces. From this point of departure, the authors do not view integration as a convergence of different value systems, but rather as an expansion and a diversification of the points of contact ethnic minority groups are developing within Danish society. The authors' basic conclusion is that public libraries will serve integration purposes more efficiently if they cease to be bound to integration concepts where the culture of countries of origin and that of an oversocialized actor are centrally placed.

As librarians contemplate the growing complexity of their institutions and the demands on their time, they often wish they could get back to books and reading, and have the chance to suggest books to library users. That used to be so much fun. It felt so good to feel like you were keeping up with the publishing world and your favorite areas of literature, and it felt even better to keep track of your readers and hear their thanks when they were pleased with your suggestions.