Promoting Intercultural Sensitivity in Future Reading Specialists and School Librarians: The Impact of a Short-Term Study Abroad

Autor/inn/en	Luetkemeyer, Jennifer; Jordan, Rebecca
Titel	Promoting Intercultural Sensitivity in Future Reading Specialists and School Librarians: The Impact of a Short-Term Study Abroad
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 34 (2022) 1, S.163-186 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Reading Consultants; College Students; Student Experience; Interdisciplinary Approach; Study Abroad; Cultural Awareness; Program Effectiveness; Experiential Learning; Interaction; Preservice Teacher Education; Librarians; Library Education; Females; Student Attitudes + Suchen Sie Ihr Suchwort? Collegestudent; Studienerfahrung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Experiental learning; Erfahrungsorientiertes Lernen; Interaktion; Lehramtsstudiengang; Lehrerausbildung; Librarian; Bibliothekar; Bibliothekarin; Bibliothekarausbildung; Weibliches Geschlecht; Schülerverhalten
Abstract	This mixed methods study reports on seven library science and reading education students' experiences before, during, and after a small newly developed shortterm interdisciplinary study abroad, and its effects on their intercultural sensitivity. The evidence collected in this study affirms our belief in the potential for experiential learning, such as personal interaction with people from other cultures, to prepare preservice teachers and librarians to interact with children, families, and colleagues from other cultures professionally. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01