Introduction

In today's interconnected world, information professionals must consider how their practices and services support diverse global communities beyond local contexts. Understanding global perspectives on effective information practices requires recognizing how information systems, services, and technologies can advance cultural, economic, educational, and social well-being across geographical and cultural boundaries. This competency demands the ability to view information challenges through multiple cultural lenses, apply international standards adaptively, and appreciate the rich diversity of languages and perspectives that shape information needs worldwide.

As Harlan (2022) emphasizes, "as responsible and ethical participants in a global information landscape, the content of a school library instruction highlights the holistic nature of information literacy. It recognizes that to be effective ethical users of information, learners must be taught the skills to use technology to learn and to contribute to the global community." This perspective recognizes that information literacy is not merely a localized skill but a gateway to global citizenship and cross-cultural understanding.

The rapidly evolving nature of digital technologies has transformed how information is created, shared, and accessed globally. As Fenlon et al. (2021) note, digital collections now serve communities that span continents, requiring information professionals to consider how their practices "create meaning in the present" for diverse audiences across cultural contexts. This consideration becomes especially crucial when preserving endangered cultural heritage or addressing global humanitarian concerns.

Furthermore, effective global information practices must acknowledge what Chatman (1996) termed "information poverty" – recognizing that even when resources are theoretically available, cultural, social, and political barriers can impede meaningful access and use. Truly global information practice requires understanding these barriers and developing interventions that respect diverse cultural contexts while expanding equitable access.

Evidence

Four significant projects demonstrate my ability to consider issues from a global perspective, apply international standards and practices, and appreciate the diversity of language and culture in information environments.

1. My research paper "The Information Needs of Cultural Property Protectors and How the Field of LIS Can Better Serve Them" examines the global challenge of protecting cultural heritage from threats that transcend national boundaries. This research uncovered how the international community of cultural property protectors—spanning archaeologists, law enforcement, military personnel, and information professionals—relies on sophisticated information sharing across geographical, linguistic, and professional boundaries. I identified how emerging technologies such as GIS mapping, satellite imagery, and internationally accessible databases have become crucial tools for this global community. As I noted in my research, "information is shared throughout this community using emerging technologies ranging from satellite imagery to DNA to blockchain," demonstrating the inherently global nature of these information practices.

The paper also examines how information poverty impacts cultural property protection in developing nations through both macro and micro perspectives. I identified that "application for aid is an elaborate and demanding process that requires information and technology resources, making requests for international help a low priority" for many developing nations. This analysis demonstrates my understanding of how global economic disparities impact information practices and how addressing these disparities requires sensitivity to local contexts rather than one-size-fits-all solutions. By examining how international protocols like INTERPOL's database of Stolen Works of Art and ICOM's 'Red List' create global information frameworks, I demonstrated my understanding of how international standards can be applied across diverse cultural contexts to address shared challenges.

2. The "Children Draw War Not Flowers" virtual reality exhibition exemplifies my ability to create globally accessible information spaces that respect and preserve diverse cultural perspectives. As supervising producer and creative director for this VR project, I made intentional choices to ensure the digital exhibition served both local Ukrainian communities and global audiences. Most significantly, I ensured the exhibition featured bilingual text throughout—all exhibition statements, artwork titles, and contextual information appear in both Ukrainian and English, preserving the children's authentic voice while making their experiences accessible to international audiences.

This decision acknowledges the importance of linguistic diversity in global information practices, recognizing that true accessibility requires maintaining connections to original languages rather than simply translating everything into dominant global languages. As the exhibition documents the experiences of displaced Ukrainian children and the destruction of Ukrainian cultural institutions during armed conflict, this approach ensures that Ukrainian perspectives remain centered while still engaging global audiences. The project not only preserves these children's artistic expressions but connects viewers worldwide with tangible ways to support Ukrainian libraries and the SUCHO (Saving Ukrainian Cultural Heritage Online) initiative, demonstrating how information spaces can foster global solidarity while respecting cultural specificity.

Furthermore, the VR technology itself transcends geographical limitations, allowing users worldwide to access this cultural documentation regardless of their physical location. This demonstrates my understanding of how emerging technologies can create new possibilities for global information sharing that preserves cultural specificity while fostering cross-cultural understanding.

3. "Heist at the Gardner" VR exhibit showcases my ability to apply global information practices to cultural heritage education through innovative technology. This virtual reality educational experience focuses on the still-unsolved theft of thirteen artworks from Boston's Isabella Stewart Gardner Museum—a crime that represents both local history and a globally significant loss to cultural heritage. By creating an engaging VR experience that educates users about art history, cultural property crime, and the importance of cultural heritage protection, I designed an information tool with global educational impact. Rather than limiting the experience to physical visitors of the Boston museum, the VR format allows global access to both the story of the heist and the missing artworks themselves. This approach democratizes access to cultural heritage education beyond geographical and socioeconomic limitations.

The gamification elements of this project reflect an understanding of diverse learning approaches across cultural contexts, engaging users through interactive problem-solving rather than passive information consumption. This approach aligns with UNESCO's recommendations for using digital technologies to expand cultural heritage education globally. By focusing on the world's largest unsolved art heist—a crime with international implications for the art world, law enforcement, and cultural heritage protection—the project inherently positions users as global citizens with a stake in cultural heritage preservation.

4. My animated video series for elementary school information literacy demonstrates my ability to adapt global information concepts for local educational contexts. These instructional videos teach young students essential information literacy concepts: effective keyword searching, identifying quality information, understanding plagiarism, using direct quotes, paraphrasing and proper citation practices. By introducing these concepts early in students' educational journeys, I'm preparing them to be responsible participants in our increasingly interconnected global information landscape.

By introducing concepts like plagiarism and citation from a perspective that emphasizes respect for others' intellectual contributions regardless of their origin as well as teaching skills to identify quality digital sources, the videos instill principles that align with international ethical standards for information use. This approach demonstrates my understanding that effective global information practices begin with early education that emphasizes both technical skills and ethical foundations.

Conclusion

My work consistently demonstrates a commitment to information practices that support cultural, economic, educational, and social well-being across global contexts. Whether preserving children's artwork documenting war experiences, creating virtual access to stolen masterpieces, researching international cultural property protection, or teaching young students information literacy, I consistently approach information challenges from global perspectives that respect cultural diversity while seeking to expand equitable access.

In my future career, I will continue developing globally-minded information practices by staying informed through resources like International Federation of Library Associations and Institutions' Global Vision initiative and UNESCO's Information for All Programme. These organizations provide valuable frameworks for understanding how information practices can address global challenges while respecting cultural diversity. I'm particularly interested in exploring how emerging technologies like virtual reality can continue breaking down geographical barriers to information access while maintaining respect for cultural specificity and linguistic diversity.

References

Chatman, E. A. (1996). The impoverished life-world of outsiders. Journal of the American Society for Information Science, 47(3), 193–206. https://doi.org/10.1002/(SICI)1097-4571(199603)47:3<193::AID-ASI3>3.0.CO;2-T

Fenlon, K., Grimmer, J., Reza, A., & Thurston, C. (2021). Meaning in the present: Understanding sustainability for digital community collections. Proceedings of the Association for Information Science & Technology, 58(1), 445–449. https://doi.org/10.1002/pra2.476

Harlan, M. A. (2022). Literacy and Media Centers. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., p. 95). Rowman & Littlefield.