Purpose The purpose of this paper is to critically examine the concepts of lifelong learning, information literacy, and global citizenship, making explicit connections among them via theories of social capital. It then presents a model of librarian‐faculty collaboration that relies upon information literacy as a framework for fostering lifelong learning and global citizenship. Design/methodology/approach The paper begins with a theoretical analysis of lifelong learning, information literacy, global citizenship, and social capital in order to provide a conceptual framework for the case study that follows. The case study describes the librarian‐faculty collaboration, which included the development of course goals, the syllabus, learning outcomes and objectives, assignments, course‐integrated library instruction sessions, and assessment tools. Findings Social capital is a useful theoretical tool for conceptualizing pedagogical strategies for promoting information literacy and global citizenship. Pre‐ and post‐tests, questionnaires, assignments, and student reflections indicate that the three primary goals of the collaboration were met. By the end of the course, students' IL competencies improved, students had developed a better understanding of their roles as global citizens, and students were more aware of the connections among global citizenship, lifelong learning, and information literacy. Practical implications The paper provides practical ideas for librarian‐faculty collaboration and for integrating information literacy competencies into assignment sequences. Originality/value The paper uses social capital theory to make connections among lifelong learning, information literacy, and global citizenship as well as to argue for the value and import of librarian‐faculty collaborations. It also describes a successful librarian‐faculty collaboration in the context of a Global Studies course.
Stored only when both papers are in the corpus — 41 citations exist upstream.