Assessing UNC-Greensboro’s Reference Interns Program: Enhancing the employability of LIS students

Abstract

For decades libraries have been highly dependent on student interns to provide reference and other library services. In recent years, the roles and responsibilities of reference librarians have undergone significant changes. With the emergence of technology and development of virtual communication channels, reference service is no longer limited to a single physical space. In many academic libraries, the reference desk is either staffed by highly trained paraprofessionals or by student workers. In other instances, the reference desk has been dissolved or merged with other service points such as circulation or access services. Some libraries have moved to a system where patrons are referred to subject librarians or liaisons when specialized expertise and in-depth research techniques are required.

Developing and assessing a graduate student reference service

“…Some libraries choose to hire students from a variety of disciplines, studying at either the undergraduate or graduate level, while others hire exclusively students in the Library and Information Studies (LIS) field. These opportunities for students, regardless of their academic background, can provide them with great work experience to help advance their future library careers, in a nurturing environment where they have an opportunity to develop their professional reference skills (Duffus, 2017). This is an author accepted manuscript version with Creative Commons License (CC-BY-NC 4.0) of: Canuel, R., Hervieux , S., Bergsten, V., Brault, A., & Burke, R (2019).…”

“…For LIS student library assistants in particular, researchers recommend approaching training and evaluation as part of an overarching mentorship system (Duffus, 2017;Forys, 2004;Lewey and Moody-Goo, 2018;Thomsett-Scott, 2012;Wu, 2003). While students in LIS gain valuable knowledge in the classroom, there are aspects of the profession they may not be This is an author accepted manuscript version with Creative Commons License (CC-BY-NC 4.0) of: Canuel, R., Hervieux , S., Bergsten, V., Brault, A., & Burke, R (2019).…”

“…If they go on to become professors themselves, former student library assistants may prove to be valuable allies to the library and librarians (Jones et al , 2004). Some authors also argue that when training LIS students, in particular, organizations engage in the ongoing improvement and sustainability of academic librarianship itself (Duffus, 2017; Lewey and Moody-Goo, 2018). Hiring LIS students as graduate reference assistants can build fruitful relationships with library schools (Forys, 2004) and is a way to attract talented future colleagues (Barsky, et al , 2010; Jones et al , 2004), and also gain recognition from other academic libraries (Thomsett-Scott, 2012).…”

The art and science of securing a job in an academic library: Landing your first, or next, position

“…Experiential learning can have a significant impact on LIS students' employability, earnings, and overall job readiness. 6 There are a wealth of studies that emphasize the benefits of experiential learning as it relates to bridging the experience gap often neglected by MLS programs. Therefore, LIS students and early career librarians should acquire as much experience as possible in areas that match their career path.…”

Mentori – okosnica praktične poduke studenata bibliotekarstva Filozofskog fakulteta u Zagrebu

“…Autori navode nekoliko glavnih razloga zbog kojih je praksa važna: 1. premošćuje se jaz između teorije naučene na studiju i svakodnevnog praktičnog rada u knjižnici 16 2. potiče se samopouzdanje 17 i psihosocijalno razumijevanje položaja mladog stručnjaka unutar struke 18 3. upoznaje se studente s organizacijskom kulturom 19 4. pokazuje se stvarna slika knjižničarskog posla. 20 Što se tiče kompetencija koje studenti razvijaju na praksi, mnogi autori stavljaju naglasak na razvoj kompetencija važnih za odgovaranje na informacijske upite i druge potrebe korisnika (socijalne i komunikacijske vještine) te poduku informacijske pismenosti, a slijede ih kompetencije važne za razvoj i održavanje digitalnih zbirki kao što su nabava, vještina pregovaranja, poznavanje koncepata autorskog prava... 21 Od ostalih kompetencija koje su studenti razvijali na praksi, autori navode i katalogizaciju 22 , nabavu i poslovanje.…”