Expanding LIS Education in the US Department of State’s Diplomacy Lab Program: GIS and LGBTI Advocacy in Africa and Latin America

This article focuses on two collaborative projects selected by the Howard H. Baker Jr. Center for Public Policy at the University of Tennessee to partner in the US Department of State’s Diplomacy Lab program that engages college students and faculty to study foreign policy challenges. The projects a...

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Bibliographic Details
Published in:Journal of education for library and information science 2018-07, Vol.59 (3), p.4-16
Main Authors: Mehra, Bharat, Lemieux, Paul A., Burwell, Christie, Hixson, Taylor, Partee, Robert P., Stophel, Keri, Wood, Nicole E.
Format: Article
Language:English
Subjects:
Advocacy
African culture
Barriers
Best Practices
Collaboration
College Students
Colleges & universities
Correctional Institutions
Creative Activities
Criminology
Culture
Departments
Diplomacy
Education
Educational Change
Educational Opportunities
Evidence
Federal agencies
Federal Programs
Fiction
Foreign Countries
Foreign Policy
Gays & lesbians
Gender Discrimination
Geographic Information Systems
Graduate Students
Homosexuality
Human rights
Independent Study
Information Science Education
International
International Relations
International Studies
Intersections
Juried Papers ALISE ’18
Law
Libraries
Library and information science
Library associations
Library collections
Literature Reviews
Oral History
Prisoners
Program Development
Public Policy
Satellite navigation systems
Science Education
Science Instruction
Science Projects
Sexual Identity
Social justice
Student Research
Students
Transgender persons
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Description
Summary:This article focuses on two collaborative projects selected by the Howard H. Baker Jr. Center for Public Policy at the University of Tennessee to partner in the US Department of State’s Diplomacy Lab program that engages college students and faculty to study foreign policy challenges. The projects allowed information science graduate students to learn applied research in the process of developing geographic information systems for lesbian, gay, bisexual, transgender, and intersex advocacy. The paper identifies opportunities, challenges, and best practices in content delivery, resource development, and extended relationship-building while drawing upon teaching-research-advocacy intersections in library and information science education.
ISSN:0748-5786
2328-2967
DOI:10.3138/jelis.59.3.2018-0016.02