Public library fieldwork supervisors: A survey of activities, assessment, and attitudes

Abstract

Little research directly targets supervisors of fieldwork students in public libraries. This article identifies their feelings and behaviors using Lev Vygotsky’s zone of proximal development theory as a background for design and discussion of results. Fieldwork activities, supervisor assessments, and self-perceived roles are discussed. The study began with an online survey (77 respondents solicited by email) and continued with follow-up questions (25 respondents). Results indicate fieldwork supervisors see themselves as mentors, serving as the ‘more capable peer’ according to Vygotsky, and they guide students from supervised to unsupervised work. Suggestions for further research are given.

An exploratory prioritisation of supervision styles in library and information science experiential learning programmes in Pakistan

“…Research in LIS has also highlighted the need to examine ELP supervisors’ perspectives to promote learning and professional competence of students. For example, recent studies conducted by Brannon (2014) and Bird, Chu, and Oguz (2016) considered the perspectives of the practicum and internship supervisors. Brannon (2014) focused on the assessment and evaluation techniques used by the supervisors while Bird, Chu, and Oguz (2016) focused on the benefits that practitioners gain (who engage in fieldwork within libraries) to renew their skills and reconnect current theoretical approaches.…”

“…It is widely considered that the professionally supervised library experience offered as part of the library school's ELP is as beneficial to student learning as university coursework itself (Khan 2021). The student earns the grade, and the library school oversees administration of the placement, but it is the site supervisor who guides the student and supervises the learning process (Brannon 2015).…”

Towards developing library and information science practicum supervision competency framework

“…In terms of knowledge required for LIS practicum supervision, recent studies highlight that content and context of practicum in the digital era posed particular challenges for the practicum supervisors such as knowledge of virtual collaboration with students, online social negotiation with faculty and metadata mapping (Raszewski et al, 2012). Moreover, Brannon (2015) stressed the need and training of LIS practicum/fieldwork supervisors in supervisory knowledge. Lacy and Copeland (2013), while examining the library work placements from the student's perspective, noted that there appeared to have been less examination of the knowledge required to supervise such programmes.…”

“…Initially, the retrieved full-text documents were analysed using NVivo’s (qualitative analysis software) ‘word frequency query’ combined with ‘matrix-coding query’. Results obtained from the broad categorisation of the keywords generated from 479 articles revealed that only a few studies (Arif et al, 2018; Ball, 2008; Bird et al, 2011; Brannon, 2015; Goodsett, 2018; McGurr and Damasco, 2010; McNeil, 2017; Nutefall, 2012; Pacios, 2013) mentioned about knowledge, attitude and competencies with respect to supervision or supervisor of practicum and internship programmes in the field of LIS. This initial overview of the literature illustrated that there has been a limited focus on competencies of practicum supervision in the LIS literature.…”

“…Moreover, there was not discussion around supervision competencies in the aforementioned study. Aside from lack of research on skills relevant to practicum supervision in the LIS literature, several authors (Bird et al, 2011; Brannon, 2015; Dotson, 2007; Goodsett, 2018) have proposed that skilful supervision in such programmes leads to effective development of professional competence and future success of supervisors in practicum. Still, there is limited information available to comment on specific skills best suited or applicable for the practicum supervision in the LIS settings.…”