Clara Chu

Clara Chu is the Director of the Mortenson Center for International Library Programs.[1] Her research interest is in multicultural library and information services.[2]

Education

Chu received her undergraduate education from the University of British Columbia.[3] She graduated from University of Western Ontario, Library and Information Science, with Masters and Doctorate degrees.[4]

Career

She previously held positions at the University of North Carolina-Greensboro and University of California at Los Angeles.[3] She is a former president of the Association for Library and Information Science Education (ALISE).[5]

She was appointed the Director of the Mortenson Center for International Library Programs, and Mortenson Distinguished Professor at the University of Illinois at Urbana-Champaign in 2015.[4]

She is one of the leading scholars on multiculturalism and information practices.[6] She co-wrote a work exploring the value of internship as a form of experimental learning in Library and Information Science education.[7]

Awards and honors

She was honored by the American Library Association with the ALA Equality Award in 2002,[3][6] and again in 2018 with the Beta Phi Mu Award.[3]

References

  1. ↑ "Staff Biographies – Mortenson Center for International Library Programs – U of I Library". www.library.illinois.edu. Retrieved 2018-06-06.
  2. ↑ "Clara Chu". ischool.illinois.edu. Retrieved 2018-06-06.
  3. 1 2 3 4 Malden, Cheryl (2018-05-22). "Dr. Clara M. Chu wins Beta Phi Mu Award". ALA News and Press Center. Retrieved 2018-06-06.
  4. 1 2 Chu, Clara (2016-02-08). "Curriculum Vitae" (PDF). www.library.illinois.edu. Retrieved 2018-06-06.
  5. ↑ "History". ALISE. Retrieved 2018-06-06.
  6. 1 2 Renate, Chancellor,; M., Chu, Clara (2007-07-09). "Ask Dr. Chu: An Interview with a Peruvian-born Chinese Canadian Living in the U.S." InterActions: UCLA Journal of Education and Information Studies. 3 (2). ISSN 1548-3320.
  7. ↑ Nora, Bird. "Internship in LIS education: An international perspective on experiential learning". IFLA Journal. 41: 298–307.
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