Abstract
The Human Library has become a globalized movement drawing on the analogy of a traditional library in hosting a supported exchange between individuals who are storytellers and those who are listeners that engage in open conversation. This Banded Dissertation examines the origins, theoretical foundations, applications, and findings of embedding the Human Library within Social Work Curriculum. Grounded in Intergroup Contact Theory, Narrative Identity Theory, Experiential Learning, and Critical Pedagogy three research products offer critical reflections on the value of the Human Library within social work education including the impact of this event on social work students, its effectiveness in reducing intercultural communication apprehension and bias, emotional experiences of transformational learning, and vital intentions and ethics when embedding this experience within social work courses.