Abstract: Library science education (LSE) in China requires a clear process of intercultural communication. However, not all intercultural communication in education is spontaneous, active, or unconditional. Adopting a communication theory, the paper reports on a study, that explores the process of intercultural communication at Chinese LSE over the past century. The study employed a structured literature review and examined relevant research literature through systematic literature retrieval and screening, as well as thematic analysis. The analysis of the literature data revealed three major themes regarding the mechanism of intercultural communication at LSE: inter-subjective relationship, inter-subjective behavior, and path selection. The analysis revealed that people are the most important element in intercultural communication, and LSE in China has paved the way for intercultural communication, through staff mobility, teaching and research cooperation, international conferences, internationalization of journals, and online education. This paper aims to provide new insights for Chinese LSE going global, as well as to help international colleagues understand the development of Chinese LSE.

Key words: Library science education, Indigenization, Internationalization, International communication, Intercultural communication