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Mobile devices are a ubiquitous accessory in daily life for millions of people. These devices can be used to effectively meet a user's information needs. Librarians can assist users with the skills to select, purchase, design, develop, deploy, and maintain mobile applications and related technologies (MAT). Project MISSILE (Mobile Information Skills and Solutions in Library Education), funded by the Institute of Museum and Library Services, created an interdisciplinary curriculum plan for training library and information science (LIS) students to serve as mobile technology consultants (MTC) for libraries and not-for-profit organizations including schools and churches. This paper introduces the curriculum designed from an assessment by the experts on our advisory board. Our unique curriculum includes hands-on training gained through practica, guest speaker series, and field visits under the collaborative interdisciplinary mentorship of researchers and practitioners. The MISSILE curriculum builds twenty-first-century skills in information, communications and technology literacy, critical thinking, and problem solving.

Libraries often lack the in-house information technology (IT) expertise required to (1) implement mobile applications and related technologies (MAT); (2) attain maximum return on investment including patron satisfaction for using MAT; and (3) reduce reliance on expensive IT consultants. Based on secondary analysis of the experiences and advice offered by librarians and IT professionals engaged in implementing MAT in libraries, we identify four core and six "supplementary" competencies needed to help libraries better serve their patrons using MAT. LIS graduate programs could equip students with the skills and knowledge needed to build 10 competencies so that they could serve as mobile technology consultants (MTCs) for libraries. Core competencies are mobile application development, human-computer interaction, computer networking, and planning and management of mobile technologies; and the supplementary competencies are: project management, change management, negotiation, data management, policy management, and grant writing.

This article proposes five information-based Golden Rules in intercultural education that represent a holistic approach to creating learning corridors across geographically dispersed academic communities. The Golden Rules are generated through qualitative analysis, grounded theory application, reflective practice, and critical research to scrutinize significant moments of interactions between faculty/students at the University of Tennessee, Knoxville, and the University of Puerto Rico, San Juan, over two years. The Golden Rules focus on spirit, practice, implementation, desired outcomes, and deeper knowledge and understanding. Interpretation of these Golden Rules helps generate culturally relevant information that provides a framework for understanding the meanings and characteristics of intercultural education. Classroom instructors can encourage acceptance in students towards all forms of diversity through information-based lessons. Other suggestions include planning of intercultural events and activities, key questions to address, and resources to develop.

This paper presents five tools for librarians to use in building effective intercultural communication that reaches out to diverse populations. Librarians can more successfully cross intercultural boundaries if they are aware of the key tenets of intercultural communication and information provision, and then apply the five leadership tools in extending traditional information creation-organization-dissemination processes. The five tools are derived from an extensive literature review and from findings from seminar discussions with library and information science students. (Contains 1 footnote.)