Creating a Formal Program to Train LIS Students for Reference Services

Thomsett-Scott, Beth

doi:10.1080/02763877.2011.591666

Cited by 10 publications

(8 citation statements)

References 14 publications

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“…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).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Nonetheless, the work performed by students must be regularly and consistently evaluated in order for academic libraries, and their patrons, to fully benefit from their reference assistant programs. Evaluating the quality of student reference work is usually done through a combination of methods ranging from informal observation, quizzes, and monitoring answers (Barrett and Greenberg, 2018; Connell and Mileham, 2006; Jones et al , 2004; Mitchell and Soini, 2014; Thomsett-Scott, 2012; Womack and Rupp-Serrano, 2000). When compared to librarians, students slightly underperformed, suggesting that student work, while valuable, may not necessarily provide service at the same level as a trained professional (Keyes and Dworak, 2017; Lux and Rich, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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Developing and assessing a graduate student reference service

Canuel

Hervieux

Bergsten

et al. 2019

RSR

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Purpose The purpose of this paper is to formally assess the training program received by information studies graduate students and the reference services they provided at a research-intensive university. Design/methodology/approach A qualitative content analysis was used to evaluate if graduate students incorporated the training they received in their provision of reference services. The students’ virtual reference transcripts were coded to identify the level of questions asked, if a reference interview occurred and if different teaching methods were used by the students in their interactions. The in-person reference transactions recorded by the students were coded for the level of questions asked. Findings The main findings demonstrate a low frequency of reference interviews in chat interactions with a presence in only 23 per cent of instances while showing that instructional methods are highly used by graduate student reference assistants and are present in 66 per cent of chat conversations. Originality/value This study is of interest to academic libraries who wish to partner with information studies programs and schools to offer graduate students valuable work experience. It aims to show the value that graduate students can bring to reference services. Furthermore, it highlights the importance of continuously developing training programs and assessing the performance of graduate students working in these roles.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Developing and assessing a graduate student reference service

Canuel

Hervieux

Bergsten

et al. 2019

RSR

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“…Some libraries have intentionally incorporated learning opportunities into their student training programs. Thomsett-Scott (2012) developed a program of training and mentoring for LIS graduate students working in library reference services. Students in this program received hands-on training that Thomsett-Scott identified as a form of experiential learning.…”

Section: A Learning-focused Approachmentioning

confidence: 99%

From Training to Learning

Bussell

Hagman

2017

The Experiential Library

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In this chapter, the authors argue for moving student employee training programs beyond a sole focus on training students for effective service, to training based on experiential learning (EL) principles. The authors describe the development of an experiential approach for two student positions in the Ohio University Libraries' social media and video production work. The chapter concludes with a discussion of the challenges in this approach, and addresses issues of scaling the model to larger student employment programs. KeywordsStudent employee training programs, workplace learning, outreach, communication, social media, video production, library marketing, student engagement, instructional design, high impact practice Learning in libraries: the phrase may conjure up images of students working with a librarian to find information or poring over library materials as they write a paper. When we consider learning in the library, however, we should also call to mind a sometimes-overlooked group: student employees. At many libraries, students work across departments and help with a wide range of vital tasks, both behind the scenes and in the public eye. The library literature offers much advice for training student employees with the goal of providing effective service within the library. Less often is there guidance for framing student employment as a learning opportunity that fits into the student's overall academic experience. Regardless of the type of work assignment, we think student employment is an opportunity for libraries to go beyond training and explicitly encourage student learning.In this chapter, we describe an effort to take an explicit experiential learning approach for students working in our library's outreach program. While the students in these roles had previously been actively engaged in the library's social media and educational video production, their positions lacked an intentional focus on student learning. By framing their work as a learning experience, the student employees were able to set their own learning goals and use their work as a means of meeting those goals. Student Employees in Libraries: An Emphasis on TrainingThe library literature is replete with articles describing strategies for working effectively with student employees. Their work has become increasingly vital to many academic libraries, as the number of full-time staff members has decreased in the wake of budget cuts and positions left unfilled after retirements (Manley & Holey, 2014, pp. 76-77). With their growing importance to the daily work of academic libraries, many librarians have described their approach to recruiting, training, motivating, and retaining student employees for effective library services (see Farr &Valentine, 2011 andMcInnes, 2009, for examples of entire outlines of the hiring, training, and the student employee retention process).Many writers have offered up examples of their own training programs for students working in a range of roles. For example, Guerrero and Corey (2003, pp. 99-10...

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“…For me, Real Learning Connections was a value-added experience that gave me the opportunity work closely with LIS faculty and library administrators. LIS programs should seek every opportunity to connect students with practitioners in their campus libraries and formalize this type of on the job training into the MLIS [see Thomsett-Scott (2012) for an example of best practices].…”

Section: Mlis Curricula: Value Of Practice and Theory Realizedmentioning

confidence: 99%

Realizable value of the MLIS: insights from a new professional

White

2016

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Purpose This paper aims to discuss the value of the Master of Library and Information Science degree from the perspective of a recent graduate and practicing academic librarian. Design/methodology/approach The paper is a viewpoint supported by current literature and practical experience. Findings The author presents ideas for integrating theory into skills-based education and advocates for greater emphasis on technical skill development in Library and Information Science (LIS) education. Practical implications LIS educators may benefit from a recent graduate’s evaluation of LIS education because it relates to hireability and job performance. Originality/value The paper represents the author’s points of view.

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Creating a Formal Program to Train LIS Students for Reference Services

Cited by 10 publications

References 14 publications

Developing and assessing a graduate student reference service

Developing and assessing a graduate student reference service

From Training to Learning

Realizable value of the MLIS: insights from a new professional

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