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This chapter is based on a study of 60 migrant women in Washington State, USA, and their communication with their families in and across borders through information and communication technologies (ICTs). Four themes were identified in the research concerning the uneasy ways family members used the ICTs to: (1) predicate migration decision-making through word-of-mouth and social media; (2) facilitate the movement of members across borders through stepwise migration; (3) affect the transition to a transnational family through establishing a sense of co-presence; and (4) mediate care through communication chains. The significance of the study demonstrates the need for relational thinking about transnational family communication and the mobilities of families. Transnational family members develop sophisticated ways of communicating through ICTs, albeit with difficulty, and which are embedded in interdependent systems of migration and mobilities.

Purpose – In this chapter, I present a systematic discussion of the relationship between social work (SW) and library and information science (LIS) and explore how SW can contribute to the education of LIS practitioners so that they become more than information facilitators and grow professionally to be true agents of change.

Design/Methodology/Approach – Using engagement with immigrant communities as a case in point and building on the empirical comparative study of public librarians in the Greater Toronto Area and New York City, I outline the current gaps and deficiencies of LIS curricula that can be rectified through blended education. I also integrate the potential contributions of SW into LIS through the case study of an immigrant member of a library community.

Findings – Building on the case study, I introduce a four-tiered model that can be applied to a wide array of courses in LIS programs and conclude with suggestions for taking steps toward blending SW perspectives into the LIS curriculum.

Originality/Value – I position the potential fusion of SW and LIS as “professional blendedness,” which serves as a catalyst for change, and also examine the concept of the blended professional as a change agent. I introduce the rationale for adopting theoretical, practical, and pedagogical approaches from SW in the field of LIS and focus on four specific contributions that can most benefit LIS:

• the person-in-environment approach;

• the strengths perspective and empowerment;

• the interrelated notions of cultural competence, diversity, and intersectionality; and

• the theory-mindedness approach (including theory and practice models).

the person-in-environment approach;

the strengths perspective and empowerment;

the interrelated notions of cultural competence, diversity, and intersectionality; and

the theory-mindedness approach (including theory and practice models).