Gretchen Dreimiller
Director of Library Resources
Beacon College

Introduction

I spent the fall 2025 semester leading my college’s study abroad program in Prato, Italy. I am director of the library, but I also hold a master’s degree in English and have several years of teaching experience in that subject as well as providing information literacy instruction. Eight years ago, while I was an English instructor, myself and my partner, an art professor, led the inaugural study abroad program at our college. Now in the role of librarian, I was unsure if my application to teach would be accepted. We have a small team in the library and are always busy teaching classes, holding workshops, meeting with students individually, and collaborating with others across campus to offer fun events for members of the college community. Some considered it a bit strange to have a librarian be one of the faculty representatives for our study abroad program. While I do have teaching responsibilities, there are many other tasks to juggle that would have to be covered by the assistant director. I would also be offering research-based classes in a program that typically emphasizes more fun electives connected with the travel abroad experience. Nevertheless, I was able to plan accordingly with the other librarians, and the administration did see the value in allowing me to be part of this program.

As the semester progressed, it occurred to me that college students would benefit greatly from having a librarian help them navigate the study abroad adventure and this is something I strongly advocate more colleges consider, especially with the incredible rise of generative AI in the academic environment. The information literacy skills librarians have been trained to promote makes it even more critical that those in the higher education environment are more comprehensively folded into the college experience, including being actively involved and even leading initiatives where formerly they took a more support service positioning. Librarians are uniquely qualified to lead study abroad programs, addressing information literacy lessons and extending learning beyond the classroom.

In their article detailing the process of planning for a short-term study abroad program, McElroy and Bridges (2017) write, “On the most basic level, being in a new country, surrounded by new signs, language, and culture, requires the ability to find, process, and use information quickly” (para. 18). They argue that librarians are well suited to leading such programs as they are professionally trained in how to find the most credible information and also instruct others clearly and logically. Given the lack of clear research in this area, it is safe to assume that there has been little movement in this area over the past decade. Now may be the ideal time to resume this conversation as librarians are well positioned in an AI dominated age to help students understand and effectively navigate all of the information venues now available to them. Academic librarians should shift from a more passive, supportive positioning to one of active leadership.

Literature Review

Kuh (2008) declared study abroad a high-impact educational practice that all students should have ready access to as it leads to greater levels of success. Study abroad programs are rebounding post Covid, with recent figures showing an increase of 49% for the 2022-2023 academic year to a total of 280,716 students participating in such programs for academic credit (Institute of International Education, 2024). Studies have focused on the success rates of students who study abroad, as evidenced through stronger graduation rates (Brundage et al., 2023). While librarians are well positioned to lead such programs, much of the emphasis in the literature focuses on support from the campus home base such as better providing access to library resources rather than active involvement in the travel destination (Denda, 2013; White & Guccione, 2009). In the 2008 Association of Research Libraries (ARL) report on academic librarian involvement in study abroad programs, the emphasis remains squarely on the idea of the role as a supporting player in the campus environment. Librarians reported providing remote assistance to students participating in study abroad programs through electronic resources, instruction, LibGuides, and individual research assistance. Despite the report acknowledging librarian challenges in meeting the needs of these students, including a lack of interest from faculty in collaborating to provide appropriate resources and time zone issues making it difficult to support students when they need it, the focus still remains on providing stronger remote access rather than advocating for librarian involvement at the study abroad location (Lindell, 2008). Study abroad programs should not be equated with the online learning environment as these students should expect similarities to their on-campus experience, such as receiving appropriate academic support to successfully complete their coursework. Fortunately, librarians are well equipped not only to offer the research assistance students need, but also in providing clear resources and instruction to help them better adjust and navigate their new environment, making them a potentially valuable asset for a study abroad program.

Griffin and Sasser (2019) argue that librarians should offer support to students and colleagues both through remote assistance and assignment design and curriculum support but also through an embedded course model, with librarians co-teaching study abroad classes. The two case studies they explore feature a co-teaching model in shorter summer classes (Griffin & Sasser, 2019). Little attention has been paid to the idea of librarians themselves leading semester long study abroad programs, despite the fact that the benefits of such leadership should be clear given the skill set and expertise librarians provide. Having a librarian in charge means that a trained professional can introduce students to information literacy lessons in a foreign environment through a scaffolded, systematic, and supportive approach.

Background

I work at Beacon College in Central Florida. Our mission is to serve neurodiverse students with diagnosed learning challenges. Kuh (2008) advocated for all students to have access to high impact educational practices such as study abroad programs to ensure equitable opportunity to achieve personal and professional goals. The college is understandably proud to be the first in the nation to offer such opportunities to this underserved population of students (Fischer, 2023). Students have the option to travel to Tuscany in the fall semester or to Japan in the spring, and some choose to do both. The college population is just under 500 students, so there is no dedicated study abroad office. Academic staff and faculty help promote and market the programs to students.

Literature regarding students with learning challenges participating in study abroad programs often focuses on overcoming obstacles rather than emphasizing the value such students can receive from the experience, as with neurotypical students (Johnstone & Edwards, 2020). Because of student diagnoses, which often are compounded by mental health issues such as anxiety and depression, this student population benefits greatly from being led through routine challenges and given explicit directions as well as an opportunity for hands-on practice with a patient and understanding guide. Students often experience some difficulty with executive functioning issues in a foreign country, such as understanding how to buy train tickets, do laundry, or figure out how to navigate the college’s restaurant voucher system. To assist with their understanding, leaders of the program provide both written and oral information and physically walk them to places and through processes. One of the primary goals of study abroad programs is to encourage students to become more independent people and strong problem solvers, but this does not mean clear guidance should be restricted from them. To help our students gain confidence, they are provided with the necessary initial instruction they need and then facilitators back away to let them handle the problem solving with the information we have given, knowing they can ask for help if needed. Just knowing they can ask any question and expect a patient, clear, and complete answer goes a long way in building confidence. While we serve a niche population, neurodiverse students can be found on any campus and neurotypical students are still often young and experienced and benefit from clear instruction free of judgment.

The first time this program was offered, back in 2018, we had a total of 28 students and four staff members involved. Two of us, myself and my partner, were faculty solely in charge of teaching elective courses, one was a recent graduate of the college acting as the RA, and one was a dean of academic support services who worked individually with students to assist with all academic and/or personal issues and also helped arrange field trips and excursions. There was also an Italian tour guide who went on all of our weekly field trips as well as a consultant who provided translation services when needed and helped both students and staff navigate life in Italy. Every year the faculty member and RA have changed, with the one constant being the dean. The fall 2025 semester was a return to all of the original staff/faculty, which provided a great opportunity as we had already experienced this previously as a team and had a baseline of knowledge to start with. We had a better idea of what to expect and were better prepared and aware of the changes we needed to make to create a better experience for our students. Those who are embarking on a travel experience for the first time would benefit from discussing challenges and opportunities with others who have done it previously. Often people are happy to provide insight and suggestions but may not think to do so unless they are sought out for advice. There was one major difference we experienced during this second trip- the dean only stayed for a few weeks, meaning we had to take on the role of supporting students beyond just teaching. At other institutions, this may be a common expectation that those leading the program wear multiple hats. It’s important to be aware of exactly what the expectations are, but it does make sense for a librarian to take a leadership role in these programs as those with teaching responsibilities are accustomed to instructing and assisting students individually inside and outside of the classroom, sometimes with research needs that fall outside the scope of the academic realm.

Practical Information Literacy Lessons

One challenge we knew to expect was the reluctance of students to leave their hotel room and partake in additional activities, beyond the required classes, including a weekly Italian language and culture class, and field trips. To that end, we decided to offer regular optional outings and weekend trips. This gave us an opportunity to teach information literacy skills with a smaller number of students; this time around there were only 14 students in total. We would normally have only about half join us for these excursions, though we found dinners out with us to be the most popular option. We suspect this is not because of our presence but because some of our students have social anxiety but also a strong desire to be around others in a safe, comfortable environment. Partly because of their learning challenges, they were also reluctant to venture out on their own to explore the city or test different restaurants on our meal plan. Creating a group for this experience helped them feel more comfortable. While our college does cater specifically to students with diagnosed learning difficulties and this impacts their experience studying abroad, I suspect most other colleges have students who may have similar challenges and may be more reluctant to admit to them. They would therefore benefit from the opportunity to join a social experience without having to “out” themselves.

In a survey of students at the end of the study abroad program, nearly 62% indicated that one of their greatest concerns when entering the program was getting lost in a foreign country, and 77% were most excited about traveling to other cities/countries. For both questions, students had the opportunity to select multiple options, and these two were the most frequently selected choices. This indicates that students were simultaneously excited by the prospect of traveling while also apprehensive about doing so; having a librarian coach them through logistics might therefore be beneficial. It’s also worth noting that 92% of the students indicated that they would recommend the program to their peers. Students left positive comments, such as the following: “It is a great learning experience that you cannot get back on campus. You learn real life lessons, like how to navigate the trains, book your own hotels, and communicate with people in another language.” This reflects an understanding that information literacy lessons were integrated into the experience and they may have had a more positive impact as they were viewed as real world skills rather than academic ones.

Librarians are a natural fit in leading study abroad programs, as they are trained to locate and evaluate sources of information to determine credibility and relevancy. For instance, there is a bit of a learning curve in understanding the Italian train system. The Trenitalia app is excellent overall. Most of the students were able to quickly and easily learn how to find schedules and purchase tickets for their desired trips. However, it’s not unusual for fares listed to seem great but in reality are for journey times that are far longer than they should be, like a trip that should take 45 minutes taking 4 hours and saving you 15 euros. Students needed to be taught to look not only at the desired departure and arrival cities but also consider both the price and the travel time. They also needed to be alerted to the fact that there is an alternate option to Trenitalia- Italo- which is just as strong a system and often has lower fares and/or better schedules. Librarians, particularly those with instructional or reference responsibilities, are trained to determine what information is most useful and reliable and how to explain this in a concrete, understandable manner. This is not something that comes intuitively to faculty from other disciplines or to administrators; for many librarians this is part of their daily expectations.

Travel Research Class

I developed a research class, entitled The European Research Experience, initially with the intention of having students visit academic and public libraries in cities around Tuscany, to compare/contrast the experience with that of the American system. While we did visit our local public library in Prato, Italy and discussed that experience, I decided quickly to shift my focus to the idea of using information literacy strategies and skills to design a travel itinerary. Using a combination of sources, ranging from personal interviews to travel guides to websites to generative AI, students critically evaluated the content and reliability of the information retrieved from each. With the rise in recent years of misinformation and the increasing relevance of generative AI use in both the academic and professional realms, it has now become critical that librarians take the initiative to teach students those information literacy skills they need to navigate successfully an increasingly complex information society. This includes study abroad programs, which can have long-lasting consequences and benefits beyond the college environment. This also provides librarians an opportunity to demonstrate their value in a world that is becoming overtaken by AI-generated information. Public librarians understand that they must meet the changing needs of their patrons, but academic librarians, who have historically centered their instruction and guidance around encouraging the use of more authoritative, reliable sources, most notably peer-reviewed journal articles, need to reconsider the value of promoting information literacy skills that students will deem relevant to their everyday lives. Students participating in study abroad programs do so for a variety of reasons, but one is often the desire to travel with friends to other cities or even countries. As exciting as this possibility can be, the planning and organizing can be overwhelming for someone accustomed to parents handling this or to a student who has executive functioning challenges. This class was an opportunity to provide students the skills and strategies they needed to independently design an excursion, giving them confidence for the real world.

In this class we had targeted discussions about the different required source types that ranged from interviews to print guides to generative AI. We evaluated the benefits and drawbacks of each, including issues such as credibility. We also had in-class exercises to practice finding and using different sources and individually reflecting on what information value they contributed. For their major project, students were tasked with creating an itinerary for a three-day weekend out of their Prato base. I broke this into four separate parts, with students first using sources to determine good location options, then finding information on their selected destination, and finally combining all that they had learned into a complete itinerary. For the final part of the project, they had to present this to the class with the goal of persuading peers to visit the location. Throughout this project students were required to consult and utilize a variety of sources ranging from interviews with someone familiar with Italy and desirable locations for a college student to visit, guidebooks they located in the public library, and websites. Because they needed to have exact train times and costs, hotel plans, restaurant options, and an activity schedule, students were compelled to find credible sources that would have accurate and up to date information. At each step in the process we discussed which source types had proven most beneficial and why. I provided them with mini research exercises, such as finding hours of area museums, to help them understand how to distinguish authoritative sources and to build confidence in their ability to do so before they began working on their major project.

I had been using generative AI extensively in creating travel itineraries throughout the semester, so an exercise in this project required students to utilize a tool of their choice to craft an itinerary. We first discussed the benefits and disadvantages of generative AI, such as the fact that the prices for hotels and train times could not be relied on. It should be viewed as a way to get a general idea of what is possible and then students needed to fact-check every piece of information with a more credible source of information, such as official websites to confirm opening and closing times and current pricing or other travel websites such as Tripadvisor or The Fork to check reviews and menus for recommended restaurants.

Students were required to submit a reflective piece, which included an explanation of how helpful the information provided was and what work they had to do to revise it to be completely accurate. Considering the prevalence of generative AI in the academic and professional spheres, I wanted students to experience a real world exercise in the hopes that they can now apply what they learned in their future and will be more conscientious users of this new and rapidly evolving technology.

Lessons Learned

Students were provided with a lot of information related to the study abroad experience, but it was not well curated or distributed. To assist in having everything they needed in one place, I created a LibGuide with the most relevant, helpful information. This included details about the hotel they would be staying in for the semester, the city we would be living in, and the restaurants they were able to utilize with the college’s meal voucher program. It also listed all of the scheduled field trips, but I was unable to provide detailed information, such as departure times or plans of what exactly we would be visiting in each area. While some found the guide helpful, I recognized partway through the semester that students find information in very different ways than I do and this is especially significant for restaurant recommendations. Students tended to gravitate toward the restaurants that were closest to the hotel and easiest for them to navigate the language barrier. We were given a tour one day after our arrival and restaurants on the plan were pointed out to us, but students could not remember where each one was. There are approximately 23 available restaurants, and this was a 2-hour tour of an unfamiliar city with a jet lagged group of neurodiverse college students with a new tour guide. I should have quickly recognized that this would be an issue. On a weekly basis we did invite students to dinner with us and changed the restaurant location each time, in the hopes this would encourage them to visit on their own, but we found that this wasn’t enough to build their confidence. Because they were simply following us and not paying enough attention to directions, they returned to their familiar destinations when left on their own. A better option would have been to use Maps to pin locations of each restaurant. We should have also had a second tour, maybe midway through the semester, to refresh everyone’s memory and to provide an opportunity for students to share which ones they enjoy and why.

If I were to do it again, I would also create a live document that students could contribute to in providing notes or helpful advice to others regarding specific restaurants so they could learn from one another. For instance, students could comment on the location of each place, which might make sense to someone else, such as pointing out its proximity to another landmark. Or they could comment on what food in particular they like to order there. They could also use it as a way to gauge popularity with others, which would limit their anxiety about asking people to join them at a particular location. Some students used WhatsApp to find students to go eat with, but there was a certain level of anxiety for many of them; they feared a sense of rejection if no one accepted the offer. If they knew which restaurant was popular with a certain classmate, it would be easier to ask someone to join them at that particular place, knowing there is a greater chance of enthusiasm.

Conclusion

Academic librarians continue to be overlooked as potential partners for successful study abroad programs. It is time to advocate for librarian leadership, not just passive involvement, as the ability to effectively find and evaluate information has never been more crucial in all facets of life- academic, personal, and professional- and librarians are the professionals best trained in not only understanding where and how to locate information but also how to teach others to do so. Administrators may not immediately see the benefit, but with careful planning and advocacy, librarians can take the initiative in explaining and demonstrating their value in this arena. Instructional librarians can and should incorporate a wide variety of sources into any classes they design, including generative AI, which would help further prove their relevancy at a time when colleges seem to be overwhelmingly concerned with how to use and teach this technology in the classroom. Study abroad programs provide a great and unique opportunity to do so.

References

Brundage, T. L., Christensen, G., Althauser, A. K., & Sharma, S. (2023). Assessing impact of study abroad on graduation rates of underrepresented students. Journal of College Student Development, 64(2), 239–245. https://dx.doi.org/10.1353/csd.2023.0021

Denda, K. (2013). Study abroad programs: A golden opportunity for academic library engagement. The Journal of Academic Librarianship, 39(2), 155–160. https://doi.org/10.1016/j.acalib.2012.08.008

Fischer, K. (2023, March 22). How a college that serves students with learning disabilities created a study-abroad home in Italy. Latitudes. The Chronicle of Higher Education. https://www.chronicle.com/newsletter/latitudes/2023-03-22

Griffin, M., & Sasser, P. P. (2019). Wish you were here: Embedded librarianship in an education abroad context. In Proceedings of the Association of College and Research Libraries Conference (pp. 530–538). Association of College and Research Libraries. http://hdl.handle.net/11213/17709

Institute of International Education. (2024). 2024 Fast facts: International students in the United States [PDF]. Open Doors. https://opendoorsdata.org/wp-content/uploads/2024/11/OD24_Fast-Facts_2024.pdf

Johnstone, C., & Edwards, P. (2020). Accommodations, accessibility, and culture: Increasing access to study abroad for students with disabilities. Journal of Studies in International Education, 24(4), 424–439. https://doi.org/10.1177/1028315319842344

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.

Lindell, A. (2008). SPEC Kit 309: Library support for study abroad. Association of Research Libraries. https://doi.org/10.29242/spec.309

McElroy, K., & Bridges, L. (2017). Librarians leading short-term study abroad. In the Library with the Lead Pipe. https://www.inthelibrarywiththeleadpipe.org/2017/study-abroad/

White, A., Ye, Y., & Guccione, M. (2009). Study Abroad Students: Designing Library Services to Meet Their Needs. Journal of Library Administration, 49(1–2), 187–196. https://doi.org/10.1080/01930820802312979