Designing a successful library school field experience

Abstract

PurposeTo share the library school field experience paradigm that the authors developed after their successful participation as a supervisor and student.Design/methodology/approachA review of field experience literature is provided. The field experience paradigms and perspectives pertaining to the supervisor and the student are explained. The paradigm is suggested as a model for field experience participants and their supervisors.FindingsThe field experience paradigm for the supervisors elucidates the stages – planning, training, mentoring and evaluation. The paradigm for students explains the phases – awareness, interests, planning and participation.Research limitations/implicationsThe focus of the field experience, from which the paradigm emanated, was to train and prepare the student for agricultural librarianship in an academic library. The application of the paradigm may vary for different situations.Practical implicationsThe paradigm is expected to be useful for supervisors and students of field experience programs.Originality/valueThis paradigm stems from the participation of the authors as a field experience supervisor and student. The steps and methods the authors followed will help advance future field experience programs.

Students on placement: a comparative study

“…The practicum's main goal to connect students with the future workplace and reflect on their future professional role can only be achieved through careful preparation, so that students understand what is required of them, and through close supervision throughout the placement. Essentially this translates to a model for supervisors that comprises the stages – planning, training, mentoring and evaluation – and for students develops the phases – awareness, interests, planning and participation (Kelsey and Ramaswamy, 2005). Supporting such a model, the e‐portfolio appears to offer considerable benefits as a tool for students' use and through which supervisors can readily monitor progress.…”

The Value of Service Learning Projects in Preparing LIS Students for Public Services Careers in Public Libraries

“…Participation in experiential education projects may prompt faculty members to reconsider and revise course content or, at least, allow faculty to stay in touch with the field (Berg et al, 2009;Oberg & Samke, 1999). Practitioners supervising experiential education projects often learn from both students and faculty members, gain a pool of volunteers to perform work that the institution may be having difficulties doing for itself, and may add supervisory experience to their resume after completion of the project (Elmborg et al, 2001;Kelsey & Ramaswamy, 2005). Service learning also provides benefits for faculty supervisors, field supervisors, and, ultimately, the patrons served by the field settings.…”

“…• Faculty members must be willing to pursue relationships with community organizations, let go of a certain level of control during the experience, and tailor curricula to the project (Elmborg et al, 2001). • Students must be properly trained by both the supervisor and faculty to be prepared for the project and feel properly supported and comfortable during the project (Kelsey & Ramaswamy, 2005). • Frequent communication between students, the supervisor, and faculty is considered crucial to an effective project (Kelsey & Ramaswamy, 2005).…”

“…• The project should be properly supervised by a well-prepared and present supervisor who makes himself or herself available to students as a mentor and colleague (Berg et al, 2009;Kelsey & Ramaswamy, 2005). • Community needs should be evaluated and considered before designing the project, and measures should be taken to ensure that the community benefits (Turnley, 2007).…”

“…• Students should be given professional-level responsibilities and be allowed the proper autonomy to complete the project (Berg et al, 2009;Berry, 2005;Kelsey & Ramaswamy, 2005). • The project should be properly supervised by a well-prepared and present supervisor who makes himself or herself available to students as a mentor and colleague (Berg et al, 2009;Kelsey & Ramaswamy, 2005).…”