[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602404-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602404-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-role-of-multicultural-information-in-experiential-learning","The Role of Multicultural Information in Experiential Learning","","The paper examines how multicultural information supports cultural immersion as an experiential learning model. Based on the author’s empirical experience, it details strategies for developing multicultural collections, promoting diversity resources, and building a supportive information environment for faculty and students. It summarizes program significance, goals, learning objectives, and models, then provides principles and practical tips for selecting materials and designing web-based sources, including collaboration mechanisms and open dissemination.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-role-of-multicultural-information-in-experiential-learning/602404/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-role-of-multicultural-information-in-experiential-learning/602404.png","ImageObject",300,407,{"name":42,"@type":43},"dawugda","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does multicultural information support experiential learning through cultural immersion?","Question",{"text":63,"@type":64},"It supports experiential learning by enabling cultural immersion programs to offer academic learning alongside value-added experiences, while providing resources that help students understand cultural differences and learn through reflection.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What principles are used to select multicultural materials and resources for cultural immersion?",{"text":68,"@type":64},"The paper outlines principles for selecting and collecting multicultural materials, emphasizing the need to create an effective information environment for both faculty and students to use in immersion curricula.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is collaboration between librarians and faculty important, and how is it addressed?",{"text":72,"@type":64},"The paper highlights the need to develop an effective mechanism for collaboration, so libraries can align multicultural information resources with cultural immersion curricula and support open dissemination for experiential learning courses.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602404,1792208850,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","The Role of Multicultural Information in Experiential Learning  \nBy Lan Shen  \nAbstract  \nThis paper is based on the author’s empirical experience in assisting cultural immersion programs through developing multicultural collections, promoting diversity resources, and creating a supportive information environment for faculty and students. After summarizing the significance, goals, learning objectives, and program models of cultural immersion, this paper discusses the principles of selecting multicultural materials, cultural immersion information, and practical tips on designing and maintaining web-based sources. This paper also addresses the issues of developing an effective mechanism to build collaboration between librarians and faculty members with respect to cultural immersion curricula and to create an open information environment for disseminating multicultural resources for experiential learning courses.  \nIntroduction  \nExperiential learning is emerging as a significant component of student learning, designed to combine and balance theoretic learning with practical operation. According to A. Kolb and D. Kolb (2005), John Dewey, Kurt Lewin, and others who were the founders of experiential learning theory have defined experiential education as a learning process of relearning, conflict solving, adaptation, synergetic transactions, and knowledge creation (p. 194) .  \nAs one of the seven main types of experiential learning, cultural immersion is defined as “a travel experience which involves both academic learning and value added experiences designed to enhance student awareness of cultural differences”(Purdue University Calumet, 2009) . In Kitsantas’s opinion (2004), cultural immersion should be defined as“all educational programs that take place outside the geographical boundaries of the country of origin”(p. 441) . To a larger extent, multicultural education has been addressed by most American universities’ missions and strategic plans because multiculturalism “is not only the key issue across disciplines including education but also the way people live their lives in an increasingly diversified world”(He, Phillion, & Connelly, 2005, p. 291) . Moreover, enhancing the awareness, knowledge, and skills of students has become an important priority for educators of diversity (Tyler, 1999, p. 154) .  \nIn response to these new challenges, Purdue University Calumet (PUC) has launched an innovative effort to require all undergraduate  \nstudents to take six credits of Experiential Learning (EXL) courses as a graduation requirement. In support of this new requirement, the U.S. Department of Education awarded PUC a Title III grant partially to develop EXL, multicultural collection and resources on cultural immersion/study abroad.  \nThis paper is based on the author’s experience in assisting cultural immersion programs through developing multicultural collections, promoting diversity resources, and creating a supportive information environment for faculty and students. After clarifying the significance, goals, learning objectives, and popular models of cultural immersion, the paper addresses the principles of selecting and collecting cultural immersion information. Furthermore, the process of designing and maintaining cultural immersion web-based sources is discussed and evaluated. The paper also focuses on the issues of developing effective methods to build collaboration between librarians and faculty members for cultural immersion curricula. At the end, this paper discusses various ways of creating an open information environment to disseminate multicultural resources for EXL courses. To emphasize the role of cultural immersion in EXL programs, this paper concentrates on the challenges that librarians face when preparing students to study in culturally diverse environments and outlines practical suggestions for using cultural immersion information to support experiential learning.  \nSignificance and Goals of Cultural Immersion Prog","cbCaijNO3p2g2VKe","https://ap.wps.com/l/cbCaijNO3p2g2VKe","pdf",111546,"English","# Introduction\n## Significance and Goals of Cultural Immersion Programs","[{\"question\":\"How does multicultural information support experiential learning through cultural immersion?\",\"answer\":\"It supports experiential learning by enabling cultural immersion programs to offer academic learning alongside value-added experiences, while providing resources that help students understand cultural differences and learn through reflection.\"},{\"question\":\"What principles are used to select multicultural materials and resources for cultural immersion?\",\"answer\":\"The paper outlines principles for selecting and collecting multicultural materials, emphasizing the need to create an effective information environment for both faculty and students to use in immersion curricula.\"},{\"question\":\"Why is collaboration between librarians and faculty important, and how is it addressed?\",\"answer\":\"The paper highlights the need to develop an effective mechanism for collaboration, so libraries can align multicultural information resources with cultural immersion curricula and support open dissemination for experiential learning courses.\"}]","The Role of Multicultural Information in Experiential Learning | PDF",1792094616]